Investigating Translanguage Practices in Thailand Primary Education: Evidence of Pedagogical Dimensions for Multilingual Learners

Abstract

Translanguaging offers multilingual learners opportunities to use their linguistic repertoires for understanding, interaction, and English-language learning. However, evidence concerning its implementation and effectiveness in Thai primary education remains limited, particularly in classrooms where learners use languages beyond English and Thai. This study investigated how translanguaging was implemented in Thai primary English classrooms and examined the extent to which it supported multilingual learners’ comprehension, participation, and English-language development. A qualitative descriptive design was employed with nine English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and field notes, and were analyzed using deductive and inductive coding followed by thematic analysis and cross-participant comparison. The findings showed that teachers used English for vocabulary modelling, pronunciation, interaction, and final language production, while Thai functioned as a scaffold for explaining concepts, clarifying instructions, checking comprehension, and managing classroom interaction. Students also initiated translanguaging during peer discussion, vocabulary checking, and preparation for English responses. Home and community languages were included less systematically because of limited teacher proficiency and multilingual resources. Translanguaging provided its strongest support for comprehension and participation by linking English content with prior knowledge, reducing anxiety, and enabling meaning-making. Its contribution to English development was conditional on purposeful sequencing, multimodal support, clear English-output requirements, and the gradual reduction of first-language assistance. The study concludes that planned translanguaging can promote inclusive English learning, but excessive reliance on Thai may restrict meaningful English exposure. Teacher education, multilingual materials, and context-sensitive assessment are essential for effective implementation in Thai primary schools.