Exploring Language Teachers’ Perceptions of Pedagogical Translanguaging: An Exploratory Qualitative Study of Contextual and Demographic Influences

Abstract

Translanguaging, understood as the flexible use of learners’ full linguistic repertoires, has emerged as a significant yet contested practice in language education. While some educators advocate for target-language-only instruction, others view the strategic integration of students’ first language (L1) as part of a broader translanguaging approach that supports comprehension, autonomy, and identity affirmation. This exploratory qualitative study examines language teachers’ perceptions of pedagogical translanguaging and explores how these perceptions are shaped by contextual and demographic factors, including geographic location, age, and grade level taught. Twenty language teachers participated in an open-ended online questionnaire distributed via social media. Data were analyzed using deductive thematic analysis informed by sociocultural and social cognitive theoretical perspectives. Findings indicate broad support for pedagogical translanguaging as a scaffold for comprehension, emotional security, and inclusive practice. However, variations in perception appear to reflect contextual influences such as institutional policies and professional experience rather than clear demographic patterns. The results position translanguaging as a context-sensitive instructional approach shaped by institutional norms and teacher development. Implications highlight the need for targeted professional development, greater conceptual clarity in teacher education, and policy reconsideration to support equitable multilingual pedagogy.