Teachers’ Perceptions of Translanguaging in Classrooms

Abstract

Despite the spread of translanguaging, many teachers are still attached to monolingual ideologies when teaching languages. Hence, this calls for the need of exploring teacher perceptions, especially in a multilingual context like Lebanon. A mixed methods approach was employed to investigate language teachers’ perceptions of translanguaging and when is it acceptable to use such a multilingual practice in the classroom. The instruments consist of 27 semi structured interviews with teachers and 2 in depth semi structured interviews with key people in the field and a questionnaire of 301 responses from teachers all over Lebanon. The results implied that many teachers in Lebanon do not have a clear understanding of defining and implementing translanguaging, teachers mistake it for code-switching. Also, it was apparent that translanguaging is mostly, yet sometimes, acceptable in instances when reinforcement is needed and when a learner lacks language proficiency. Future research should investigate the perceptions of teachers in private and public school in Lebanon and the acceptability of translanguaging in those schools. Stakeholders need to consider linguistic policy changes in Lebanon and the provision of translanguaging training and resources to teachers all over Lebanon.