Translanguaging Practices in Literature-Based Language Learning: Supporting Character Development and Cultural Identity

Abstract

This qualitative study investigated translanguaging practices in literature-based language learning and their contributions to learners’ language proficiency, character development, cultural identity, intercultural awareness, and cultural maintenance. Seven language teachers were selected through purposive sampling based on their experience teaching literary texts in multilingual classrooms. Data were collected through semi-structured interviews and classroom observations using validated interview guidelines and observation sheets. The data were analyzed thematically through familiarization, coding, categorization, theme development, triangulation, and interpretive comparison. The findings revealed that teachers implemented translanguaging through bilingual explanation, vocabulary mapping, translation comparison, multilingual discussion, retelling, peer mediation, and staged movement toward target-language production. These practices supported learners’ comprehension of difficult literary language, deeper textual interpretation, classroom participation, vocabulary development, and expressive confidence. Translanguaging also enabled learners to connect literary themes with personal experiences, moral values, community traditions, and local languages. Consequently, it contributed to ethical reflection, empathy, identity affirmation, intercultural dialogue, and the preservation of local stories and cultural knowledge. The study concludes that translanguaging functions as both a linguistic scaffold and a culturally sustaining pedagogy when it is purposefully guided and linked to meaningful target-language output. The findings imply the need for multilingual materials, flexible language policies, and teacher development in literature education.