What type of study is this?

This is a Observational study (also classified as: Literature Review).

August 21, 2025Open Access

Practices and Perception of Translanguaging as a Pedagogical Stance: Findings from Chinese Secondary Teachers’ Professional Learning Community

Key Points

Participants showed ambivalent attitudes towards translanguaging, indicating a need for further support in its implementation.
Observation and interviews revealed faculty usage of translanguaging, yet concerns about L2 acquisition and conceptual understanding persisted.
The mixed-method approach provided insights into both qualitative and quantitative perceptions among educators in the study.
Future recommendations emphasize student-directed translanguaging processes to enhance engagement and learning outcomes.

Abstract

The current research study examines faculty and students’ practices and beliefs around translanguaging as a pedagogical stance at a local innovative high school in Beijing, China. Employing a mixed-method approach, a combination of classroom observation research, semi-structured interviews, and Likert-scale survey questionnaires were employed in the current study. Result indicated that, contrary to the prevalent findings around positive attitudes towards translanguaging by faculty members, participants in the current study revealed ambivalent attitudes towards translanguaging practices. While most observed faculty already employ translanguaging to various extents in their everyday instructional practices, some report hesitation towards translanguaging since they perceive tension between L2 acquisition and conceptual understanding. Recommended future practices include encouraging more student-directed translanguaging processes, since the majority of current translanguaging practices are faculty-directed.

Practices and Perception of Translanguaging as a Pedagogical Stance: Findings from Chinese Secondary Teachers’ Professional Learning Community

Key Points

Abstract

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