A Review of Studies on EFL Teachers’ and Students’ Perceptions of Tranglanguaging as a Pedagogical Approach

Abstract

Translanguaging has emerged as an adjustment to English as the medium of instruction programs, which challenges the traditional monolingual approach to language teaching. This paper aims to provide insights into the perceptions of EFL teachers and students toward translanguaging as a pedagogical approach through making a systematic review of the findings of five recent empirical studies. The analysis of those secondary sources shows that the majority of EFL teachers and students hold positive attitudes toward translanguaging activities in EMI classrooms. Additionally, most of the teachers reported a need for training on planning and deploying translanguaging practice in the EMI classroom setting. Future research focusing on strategic uses of translanguaging pedagogy and their explicit instructions for EFL teachers and students is recommended as a result of the findings’ interpretation.