TRANSLINGUAL ARTS-BASED PEDAGOGY FOR YOUNG EFL LEARNERS: A VIETNAMESE TEACHER’S NARRATIVE

Abstract

In early English as a foreign language (EFL) classrooms, young learners’ meaning-making is often hindered by language-focused pedagogies that prioritize accuracy over expression. This study examined how a Vietnamese EFL teacher implemented translingual arts-based pedagogy with young learners. Using a qualitative case study design, the study explored one Vietnamese EFL teacher’s experiences through an in-depth narrative interview. The interview was conducted in Vietnamese, transcribed, and analyzed using thematic analysis informed by narrative analysis to capture the teacher’s pedagogical experiences, decision-making, and contextual influences. The findings show that the translingual arts-based activities, especially drawing, facilitated the children’s meaning-making through the flexible use of Vietnamese, English, and other semiotic resources. This pedagogical approach assisted the teacher in supporting children’s learning through the incorporation of greater involvement, confidence, and gradual expansion of English use. Nonetheless, the teacher encountered challenges of classroom management, curricular requirements, and parental expectations. The research findings - insights into teacher cognition rather than direct evidence of classroom interaction - highlight the potential of translingual arts-based pedagogy for early EFL education and emphasize the significance of understanding educators’ lived experiences when they innovate and develop new multilingual methods.