Translanguaging in Malaysian Secondary Schools: ESL Teachers’ Practices and Perceptions

Despite the prospective practical opportunities of translanguaging in the discipline of ESL teaching and learning, studies have shown that teachers hold varied perspectives on this particular approach. In light of this, this study used a qualitative method to investigate teachers' practices and perceptions of translanguaging in ESL settings in secondary schools in Malaysia involving four English teachers in Temerloh, Malaysia. The results revealed that the participants used translanguaging as a pedagogical approach in their ESL classroom. Their practices of translanguaging involved the explanation of linguistic structures, enhancement of learners' comprehension of the target language, encouragement for learning, integration of Malay cultural elements, and facilitation of lesson delivery. The participants also showed positive perceptions towards the use of the approach in general, although they implied varying degrees of approval in terms of the appropriate proficiency level of learners to whom it should be applied. Overall, the participants believed that translanguaging provides numerous advantages to learners in enhancing their English language proficiency. Thus, they would continue using the approach in their future teaching. The findings from this study provided insights to the members of the ESL discipline on this new approach, resulting in significant implications for the current education system.