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Translanguaging as a Socio-Critical Practice in Korean EFL Classrooms: Identity, Agency, and Emotional Well-being
Abstract
The teaching of English as a foreign language in Korea has traditionally framed English as an academic skill within monolingual and neutral models. However, socio-critical EFL highlights the need for pedagogies that foster personal growth, critical awareness, and self-empowerment. This chapter explores translanguaging as a dynamic, learner-centered approach that supports identity, agency, and emotional well-being, aligning with socio-critical EFL. The chapter examines how translanguaging positions EFL learners as agents drawing on their full linguistic resources, challenges hierarchical language ideologies, and promotes emotional well-being by reducing foreign language anxiety. Using narrative inquiry and positioning theory, it explores how translanguaging influences Korean EFL students' perceptions of self and identity. This chapter contributes to socio-critical EFL by illustrating how translanguaging fosters linguistic and civic competencies. It offers practical strategies for educators to create inclusive, multilingual classrooms that promote critical engagement and social justice.
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