Translanguaging in Practice: Insights from a Thai University EFL Classroom
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Abstract
Translanguaging has been increasingly recognized as a useful pedagogical approach for supporting multilingual learners in English as a foreign language (EFL) classrooms. In Thailand, however, research has largely focused on perceptions rather than classroom practices. This study explores how a Thai EFL university teacher and his students implement translanguaging during instruction. Using a qualitative case study with supplementary quantitative data, we collected information from 16 classroom observations, online surveys with 77 students, interviews with the teacher and 12 students, the teacher’s reflective journal, and relevant documents. Qualitative data were examined using thematic analysis, and the survey data were analyzed using the SPSS software package. The findings reveal that translanguaging predominantly took weak forms, such as translation and spontaneous language shifts across classroom tasks. The teacher strategically used his native language to explain complex content, give directions, and support student learning. Meanwhile, students used translanguaging for classroom tasks, casual communication with peers, clarification, and note-taking. Overall, translanguaging was perceived as improving understanding, reducing anxiety, and encouraging participation. The findings suggest that teacher preparation, curriculum discussions, and broader institutional conversations should consider how flexible language use can support student learning and promote more inclusive language education.
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