Navigating Ideological Tensions: Pre‐Service Teachers’ Beliefs and Practices of Translanguaging in ESL Classrooms
This study examines how pre‐service teachers (PSTs) in Hong Kong developed beliefs about translanguaging and how they enacted and negotiated these beliefs during teaching practicums in English‐as‐a‐second‐language (ESL) classrooms. Drawing on reflective diaries and follow‐up interviews with nine PSTs, the study found...