The Potential of Translanguaging for English Language Teaching in Thailand
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Abstract
Since the early 2000s, translanguaging has received considerable attention, especially in bilingual and multilingual countries where several official languages and some minority languages are used. Despite its growing interest across the globe, the practice of translanguaging has rarely been explored in Thailand. Accordingly, this article offers an overview of the concept of translanguaging and related studies from the field of English language teaching (ELT). Two different views of language learning will be discussed, as well as background information about the conceptualization of translanguaging and how it is featured in ELT. The analysis is based on recent studies of translanguaging in the contexts of English as a second language and English as a foreign language, which have been conducted with different research designs and various analytical frameworks from three educational levels: primary, secondary, and higher education. My discussion points out a need for both a systematic investigation of translanguaging in the Thai context and a promotion of the professional development of teachers to guide ELT practitioners and educators toward the usefulness of this additional pedagogical tool. I conclude by highlighting the importance of an optimal English learning environment that is suitable for our current dynamic era, in which policymakers are aware of the potential of translanguaging for English teaching in Thailand.
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