Perceptions of Translanguaging and Its Pedagogical Benefits from Undergraduate and Postgraduate Students in English Teacher Education

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/NLIH1779%20
Keywords:
English teacher education, pedagogical benefits, perception, students, translanguaging

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Vu Hoai Nhan Dang
Department of English Teaching Methodology, School of Foreign Languages, Can Tho University, Vietnam
Anh Thi Nguyen
Department of English Teaching Methodology, School of Foreign Languages, Can Tho University, Vietnam

Abstract

Translanguaging has gained increasing recognition as a transformative approach in multilingual education, yet its application within teacher education contexts, particularly in Vietnam, remains limited. This study explored perceptions of translanguaging and its pedagogical benefits among undergraduate and postgraduate students enrolled in English teacher education programs at a public university in the Mekong Delta region, Vietnam. A mixed-methods design was employed, beginning with a quantitative phase using a questionnaire (N=193; 117 undergraduate and 76 postgraduate students), followed by qualitative interviews with 18 purposefully selected participants (9 undergraduates and 9 postgraduates). Quantitative results indicated overall positive perceptions toward translanguaging, with undergraduates expressing significantly stronger agreement regarding instructional effectiveness, support for clearer explanations, emotional safety, and reducing confusion, while postgraduates displayed greater recognition of translanguaging’s ideological role in promoting linguistic equity. Regarding pedagogical benefits, both groups acknowledged translanguaging as highly beneficial for comprehension, classroom participation, and increasing communication confidence; undergraduates particularly valued enhancing content understanding, whereas postgraduates emphasized validating students’ identities and linguistic resources. Qualitative data triangulated these findings and revealed two additional benefits: fostering linguistic creativity and promoting critical reflection on language and culture. Findings underscore translanguaging’s potential to foster inclusive pedagogy, linguistic equity, and transformative educational practices in Vietnamese contexts.

Article Details

How to Cite
Dang, V. H. N., & Nguyen, A. T. (2026). Perceptions of Translanguaging and Its Pedagogical Benefits from Undergraduate and Postgraduate Students in English Teacher Education. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 558–580. https://doi.org/10.70730/NLIH1779
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Vu Hoai Nhan Dang, Department of English Teaching Methodology, School of Foreign Languages, Can Tho University, Vietnam

An English lecturer at the School of Foreign Languages, Can Tho University, Vietnam. His research interests are English Language Teaching, professional development, and Global Englishes Language Teaching.

Anh Thi Nguyen, Department of English Teaching Methodology, School of Foreign Languages, Can Tho University, Vietnam

An English language lecturer at Can Tho University, Vietnam. His main research interests involve pre-and in-service teacher training, teacher education and language teaching methodology, particularly in the field of Task-based Language Teaching (TBLT). Most of his publications on TBLT and English language teaching were oriented toward the development of a researched pedagogy. An overarching goal of his research is to promote positive educational practices and experience exchange among researchers, teachers, and the like.

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