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A Systematic Review of Translanguaging as a Pedagogical Practice in EFL Classrooms: Teacher Attitudes and Learner Voices
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Author(s): Yuchen Hou (University of Canterbury, New Zealand & Fuyang Normal University, China), Tracey Millin (University of Canterbury, New Zealand), Jean Kim (University of Canterbury, New Zealand)and Kaiyu Ma (Monash University, Australia & Fuyang Normal University, China)
Copyright: 2025
Pages: 32
Source title:
Global Perspective on Issues and Trends in Educational Translanguaging
Source Author(s)/Editor(s): Jude Cañero Bautista (University of Canterbury, New Zealand)and Jean Kim (University of Canterbury, New Zealand)
DOI: 10.4018/979-8-3373-0107-5.ch010
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Abstract
This systematic review critically assesses the impact of translanguaging as a pedagogical practice in English as a Foreign Language (EFL) classrooms. It synthesizes existing research on the perspectives of both teachers and learners regarding the implementation of translanguaging. Focusing on studies published since 2013, a total of 16 eligible studies were identified. Findings indicate that adopting translanguaging overall positively impacts EFL classroom settings. Most EFL teachers recognize the importance of fostering an inclusive and comfortable linguistic environment, which significantly enhances learners' motivation, participation, and commitment to English language learning. This review provides insights for educators about the significance of translanguaging as a pedagogical approach and provides a foundation for future research to explore the long-term effects of translanguaging practices on English language proficiency, as well as to investigate diverse classroom contexts in effectively implementing translanguaging approach.
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