ISSN: 2222-6990
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Translanguaging refers to the practice of using distinct linguistic aspects or different forms of autonomous languages in maximising communicative potential performed by the bilinguals and multi-linguals. The implementation of translanguaging strategies in teaching pedagogy allows teachers to bridge the linguistic gaps and scaffold second language learning process. However, despite the perceived benefits of translanguaging, there exist differences of perceptions and attitudes among teachers towards translanguaging which imposed ideological barriers, thus preventing students from using translanguaging as a whole. Therefore, in generating a better understanding on this issue, this study aims to explore Malaysian teachers’ perceptions towards translanguaging in English language lessons. This study employed qualitative research design using a semi-structured interview to explore the teachers’ perceptions pertaining to this topic of study. The findings of this study depicts an overall positive perception of translanguaging among the participants where they implemented several translanguaging strategies such as contextual clues, collaboration and student-centredness, as well as two-way translation in their teaching pedagogy. The findings obtained from this study can be beneficial to the stakeholders in the education field in designing lessons by employing translanguaging practices that suit the needs of the learners in English Second Language (ESL) classroom.
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In-Text Citation: (Yusri et al., 2022)
To Cite this Article: Yusri, N. S., Huzaimi, N. H. A., & Sulaiman, N. A. (2022). Translanguaging in Malaysian ESL Classroom: Teachers’ Perceptions. International Journal of Academic Research in Business and Social Sciences, 12(9), 607 – 619.
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