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Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry

Amir Ghajarieh (TEFL Department, Faculty of Social Sciences, University of Ershad Damavand, Tehran, Iran)
Afarin Aghabozorgi (TEFL Department, Faculty of Social Sciences, University of Ershad Damavand, Tehran, Iran)

Qualitative Research Journal

ISSN: 1443-9883

Article publication date: 18 January 2024

81

Abstract

Purpose

This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings.

Design/methodology/approach

The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data.

Findings

The results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices.

Practical implications

This study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts.

Originality/value

This study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.

Keywords

Acknowledgements

The authors are grateful to the TEFL Department and management of the University of Ershad Damavand for providing a research-conducive environment for conducting translanguaging research. This article reported a significant portion of the findings from a substantive research project on EGP, ESP teachers at Iranian universities and language institutes, undertaken by the first author of the article. The corresponding author was assigned by the University of Ershad Damavand to supervise and conduct this scientific applied project funded by the TEFL Department.

Citation

Ghajarieh, A. and Aghabozorgi, A. (2024), "Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry", Qualitative Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-07-2023-0108

Publisher

:

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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