What question did this study set out to answer?

To examine how pre-service teachers in Hong Kong develop beliefs about translanguaging and negotiate these beliefs during English-as-a-second-language teaching practicums.

August 19, 2026International Journal of Applied LinguisticsOpen Access

Navigating Ideological Tensions: Pre‐Service Teachers’ Beliefs and Practices of Translanguaging in ESL Classrooms

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Authors

HWHanyun (Icey) Wu

Discussion

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Overview

Qualitative study reveals pre-service teachers use translanguaging pragmatically under institutional constraints in ESL classrooms, highlighting the need for stance-supportive teacher training.

Key Points

To examine how pre-service teachers in Hong Kong develop beliefs about translanguaging and negotiate these beliefs during English-as-a-second-language teaching practicums.
Conducted a qualitative study using reflective diaries and follow-up interviews with nine pre-service teachers (N=9) during their teaching practicums in Hong Kong.
Pre-service teachers frequently utilized multilingual, multimodal, and semiotic resources to support student comprehension and active participation.
Classroom translanguaging practices were primarily directed toward pragmatic instructional goals rather than transformative pedagogical aims due to institutional constraints and contextual demands.

Cite This Study

Hanyun (Icey) Wu (2026) studied this question.

synapsesocial.com/papers/6a8563ae03308d306e2d7030 https://doi.org/10.1111/ijal.70338

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August 19, 2026International Journal of Applied LinguisticsOpen Access

Navigating Ideological Tensions: Pre‐Service Teachers’ Beliefs and Practices of Translanguaging in ESL Classrooms

View Full Paper

Ask AI

Bookmark

Authors

HWHanyun (Icey) Wu

Discussion

Member takes

Overview

Qualitative study reveals pre-service teachers use translanguaging pragmatically under institutional constraints in ESL classrooms, highlighting the need for stance-supportive teacher training.

Key Points

To examine how pre-service teachers in Hong Kong develop beliefs about translanguaging and negotiate these beliefs during English-as-a-second-language teaching practicums.
Conducted a qualitative study using reflective diaries and follow-up interviews with nine pre-service teachers (N=9) during their teaching practicums in Hong Kong.
Pre-service teachers frequently utilized multilingual, multimodal, and semiotic resources to support student comprehension and active participation.
Classroom translanguaging practices were primarily directed toward pragmatic instructional goals rather than transformative pedagogical aims due to institutional constraints and contextual demands.

Cite This Study

Hanyun (Icey) Wu (2026) studied this question.

synapsesocial.com/papers/6a8563ae03308d306e2d7030 https://doi.org/10.1111/ijal.70338

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