Doctoral Theses and Dissertations

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Browsing Doctoral Theses and Dissertations by Author "Bardutz, Holly"

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    Exploring Chinese EFL teachers’ use of translanguaging in the classroom: an ethnographic case study
    (Faculty of Graduate Studies and Research, University of Regina, 2025-03) Li, Meihan; Hébert, Cristyne; Boutouchent, Fadila; Schroeter, Sara; Bardutz, Holly; Riches, Caroline
    Translanguaging as a sociolinguistic theory and a pedagogy has captured the attention of language instructors in recent years, especially those working with culturally and linguistically diverse students. Most research on using translanguaging in teaching English has primarily been conducted in English as an Additional Language (EAL) context, particularly in the United States (see studies by Canagarajah, 2012; Carbonara & Scibetta, 2022; Creese & Blackledge, 2010; García & Kano, 2014). However, as a theory and pedagogy highly valued by language educators, its application should be extended to a broader context, reaching more diverse language learners. The literature suggests that translanguaging remains insufficiently investigated in English as a Foreign Language (EFL) context, particularly at the tertiary education level. To address this gap, this study aimed to investigate the perceptions and classroom practices of translanguaging pedagogy among Chinese EFL instructors at the university level in China, while also examining the complex relationship between their perceptions, beliefs, and classroom practices. This ethnographic case study employed qualitative research approach within the constructivist/ interpretivist paradigm (Lincoln, et at., 2011). Five EFL instructors that came from two different teaching units at a tertiary university were selected as the participants. Data were collected mainly through classroom observations and semi-structured interviews. Additional data sources, including demographic questionnaire, field-notes, and foreign language education documents at both the institutional and national levels, were used to support the dataset and triangulate the results. The study’s findings revealed that although most participants knew little about translanguaging theory and pedagogy, they had already frequently and naturally employed similar strategies in their classrooms. Five types of pedagogical translanguaging: explanatory (instructional) translanguaging, evaluative translanguaging, cognitive translanguaging, affective translanguaging, and directive translanguaging, all of which were commonly directed by instructors in various classroom settings. Two student-directed translanguaging strategies, namely interactive translanguaging and interrogative translanguaging, were spontaneously initiated by students. Most of the time, teacher participants were able to create a safe translanguaging space for students to interact in. The findings also revealed that, despite all participants using translanguaging strategies in their daily teaching, they held diverse perceptions about its use in the classroom. Participants with more knowledge of translanguaging theory had more positive perceptions of guiding students to use their first language and other multimodal resources in learning a new language. Overall, the frequency, and manner in which instructors engaged in translanguaging in class were substantially in line with their individual perceptions of the theory. In some cases, inconsistencies between their teaching practices and verbal assertions were attributed to potential influences on teachers’ perceptions and practices, which manifest across four levels: the individual level, the classroom level, the institutional level, and the socialpolitical/ national level. Key words: translanguaging; teachers’ translanguaging perceptions; teachers’ translanguaging practices; EFL in Chinese tertiary education.