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Toward Translanguaging: An Explorato...

Phetchroj, Yanika,

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Toward Translanguaging: An Exploratory Study of University English Language Teachers' Perceptions and Practice of Translanguaging in English Language Classrooms in Thailand /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward Translanguaging: An Exploratory Study of University English Language Teachers' Perceptions and Practice of Translanguaging in English Language Classrooms in Thailand // Yanika Phetchroj.
Author:	Phetchroj, Yanika,
Description:	1 electronic resource (229 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31934701
ISBN:	9798311929042

Toward Translanguaging: An Exploratory Study of University English Language Teachers' Perceptions and Practice of Translanguaging in English Language Classrooms in Thailand /
Phetchroj, Yanika,

Toward Translanguaging: An Exploratory Study of University English Language Teachers' Perceptions and Practice of Translanguaging in English Language Classrooms in Thailand /Yanika Phetchroj. - 1 electronic resource (229 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

In response to the multilingual turn and the evolving role of English in a globalized world, there has been a growing call for a paradigm shift in English Language Teaching (ELT) toward more inclusive and multilingual approaches. However, ELT continues to emphasize monolingual instruction and native-speaker norms, particularly in Thailand, where traditional pedagogies reinforce the legitimacy of Standard English and Inner Circle varieties. These approaches fail to account for the complex linguistic practices of the 21st century, which transcend single varieties and incorporate diverse languages and multimodal resources.To challenge the dominance of traditional monolingual paradigms in ELT, translanguaging offers a theoretical framework that reflects multilingual realities and dismantles entrenched language ideologies. Despite its growing attention globally, limited research has explored teachers' perceptions and practices related to translanguaging in the Thai ELT context. This study investigated Thai university English language teachers' perceptions of the concepts of translanguaging and its implementation in their classrooms through a sequential explanatory mixed-methods design, combining survey data from 64 Thai university English language teachers across eight universities with qualitative semi-structured individual interviews and a focus group interview involving five purposively selected teachers.The findings reveal that most teachers demonstrated a foundational understanding of translanguaging and held generally positive attitudes toward its use. Nevertheless, their perspectives reflected a complex interplay of acceptance and resistance when applying translanguaging in classroom contexts. While many participants reported engaging in translanguaging practices and acknowledged its benefits in facilitating English language learning and promoting a positive learning environment, significant challenges were also identified. These challenges included limited resources, entrenched monolingual and standard language ideologies, as well as institutional, parental, and societal constraints. This study contributes to the growing discourse on translanguaging by offering valuable insights into teachers' perspectives and practices, with implications for policy reforms and professional development in the Thai ELT context and similar ELT settings.

English

ISBN: 9798311929042Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

English Language Teaching

Toward Translanguaging: An Exploratory Study of University English Language Teachers' Perceptions and Practice of Translanguaging in English Language Classrooms in Thailand /
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520 $a In response to the multilingual turn and the evolving role of English in a globalized world, there has been a growing call for a paradigm shift in English Language Teaching (ELT) toward more inclusive and multilingual approaches. However, ELT continues to emphasize monolingual instruction and native-speaker norms, particularly in Thailand, where traditional pedagogies reinforce the legitimacy of Standard English and Inner Circle varieties. These approaches fail to account for the complex linguistic practices of the 21st century, which transcend single varieties and incorporate diverse languages and multimodal resources.To challenge the dominance of traditional monolingual paradigms in ELT, translanguaging offers a theoretical framework that reflects multilingual realities and dismantles entrenched language ideologies. Despite its growing attention globally, limited research has explored teachers' perceptions and practices related to translanguaging in the Thai ELT context. This study investigated Thai university English language teachers' perceptions of the concepts of translanguaging and its implementation in their classrooms through a sequential explanatory mixed-methods design, combining survey data from 64 Thai university English language teachers across eight universities with qualitative semi-structured individual interviews and a focus group interview involving five purposively selected teachers.The findings reveal that most teachers demonstrated a foundational understanding of translanguaging and held generally positive attitudes toward its use. Nevertheless, their perspectives reflected a complex interplay of acceptance and resistance when applying translanguaging in classroom contexts. While many participants reported engaging in translanguaging practices and acknowledged its benefits in facilitating English language learning and promoting a positive learning environment, significant challenges were also identified. These challenges included limited resources, entrenched monolingual and standard language ideologies, as well as institutional, parental, and societal constraints. This study contributes to the growing discourse on translanguaging by offering valuable insights into teachers' perspectives and practices, with implications for policy reforms and professional development in the Thai ELT context and similar ELT settings.
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