Translanguaging Theory in EFL Classes: A Theoretical Account

Abstract

This theoretical study explores translanguaging as a dynamic and inclusive approach to language use and pedagogy in an English as a Foreign Language (EFL) classroom. Translanguaging challenges the monolingual assumptions of traditional language teaching, which typically emphasizes the exclusive use of one language. It views bilinguals or multilinguals as operating from a unified linguistic repertoire rather than simply switching between separate language systems. The study provides a comprehensive overview of the historical background of translanguaging, theoretical underpinnings and distinctions from other related concepts such as code-switching and translation. It also categorizes types of translanguaging by purpose and students’ language proficiencies and examines how to apply it in classroom contexts. Furthermore, the study discusses the pedagogical benefits of translanguaging, including deeper comprehension, cultural affirmation, and enhanced student engagement. At the same time, it addresses the challenges that may hinder its effective implementation, such as resistance to bilingual practices, teacher preparedness, and assessment constraints. Overall, this study aims to enhance theoretical understanding and support the strategic use of translanguaging in EFL education.