Translanguaging in EMI classrooms: what Bhutanese teachers believe and practice?

Abstract

This qualitative study explored Bhutanese English teachers’ beliefs and practices of translanguaging in EMI classrooms. A purposive sampling technique was used, and 21 willing teachers participated. Data were collected through written and face-to-face interviews and analyzed thematically using an inductive approach. The findings revealed that teachers viewed translanguaging as a beneficial practice that improves learners’ comprehension, reduces anxiety and increases enjoyment, and enhances engagement and participation. However, some teachers warned of learners’ potential overreliance on their native language, which they believed could impede English language development and academic performance in other subjects taught in English. Teachers reported using translanguaging as a scaffolding strategy, a note-taking strategy, a medium of discussion, and a means of providing affective, social, and linguistic support to their students. This study concludes that teachers’ practices are less likely to be influenced by policy and more by their beliefs and students’ needs, along with some practical implications.

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