Effective analysis of translanguaging pedagogy for learning English in China

Abstract

This research investigated the applicability of translanguaging as a teaching strategy in China’s K-12 English learning context. Using a qualitative research method of systematic literature review informed by a social constructivist paradigm, data from 15 peer-reviewed articles were analyzed. The findings indicate that translanguaging serves as an effective pedagogical approach in K-12 EFL education. However, potential resistance from teachers and students may arise due to its novelty in the Chinese educational system. Implementing translanguaging can diminish rote learning, create a flexible linguistic environment, and address the identity challenges of bilingual or multilingual learners. The results suggest a paradigm shift in K-12 English education in China, advocating for translanguaging as an enriching instructional strategy.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.