Teacher Collaboration in a Multilingual Team: Exploring Instructors’ Views on Translanguaging in Course Development

Purpose: This study examines how instructors perceive translanguaging in language classrooms and explores the factors that shape their views within a collaboratively developed bilingual course at an international university in Japan. Methodology: Adopting a qualitative case study design, this study focuses on a dual-language course collaboratively developed by Japanese and English language instructors and offered over two academic years. Data and Analysis: Data were drawn from interviews with five instructors involved in the development or implementation of the course. The interview data were analyzed thematically to identify patterns in instructors’ perspectives on translanguaging and the factors influencing them. Findings: The findings reveal contrasting perceptions of translanguaging: as a sign of inadequate linguistic ability, an indication of laziness, a natural aspect of communication, and a tool for fuller self-expression. Instructors’ personal multilingual experiences and teaching ideologies shaped these views. Originality: This study examines instructors’ perspectives within a collaboratively developed bilingual course that brought together learners of Japanese and English. It further highlights how collaborative course development and interaction may influence teachers’ understandings of translanguaging. Implications: The findings contribute to research on translanguaging pedagogy by showing that teachers’ views are shaped by both prior experiences and collaborative pedagogical engagement. They underscore the value of awareness-building initiatives and firsthand experience in fostering more positive and informed approaches to translanguaging.