A MULTIMODAL ANALYSIS OF TRANSLANGUAGING IN EFL CLASSES: TOWARDS A CLASSROOM LANGUAGE POLICY FRAMEWORK

Abstract

Background: Many bilingual language methods of instruction, including translanguaging, have their roots in the theory that people's local language practices enhance their ability in a foreign language. This expression refers to more than just switching between two languages; rather, it describes the deliberate use of two languages in a particular language-learning activity.

Methods: The study was carried out using qualitative research design with the participation of selected students and teachers from the six classes in EFL classrooms at Kai-Feng University. Specifically, six teachers and 30 students (five students per class) participated in this study.

Result: Four prevailing translanguaging practices among teachers and students in EFL classrooms were identified. These include switching between language, brainstorming in native language, clarifying complex concepts, and comprehension.

Conclusion: The combination of translanguaging and multimodal approaches, especially the visual, gestural, and linguistic modalities provide a flexible framework for addressing diverse classroom needs, contributing to a more dynamic and effective teaching process and enhances meaning-making across languages.