Multilingual Practices in Classrooms: Translanguaging Insights from Iran for ASEAN Teacher Education
Main Article Content
Keywords
ASEAN multilingual education, quality education, students' attitudes, teacher education, translanguaging
Abstract
This study, theoretically informed by Garca's (2009) translanguaging as dynamic meaning-making processes, investigated teachers' and students' views on translanguaging in EAP and EGP classes in Iran. Although research studies widely explored the pedagogical value of translanguaging, the use of translanguaging in the Iranian context has received little attention. To fill this gap, a mixed-methods research approach was used. Quantitative data were obtained through a questionnaire from 183 EFL university students, whereas qualitative data were collected through classroom observation and semi- structured interviews with teachers. The results showed students viewed translanguaging positively, perceived it as a helpful resource and a facilitating teaching tool, while the teachers regarded translanguaging as an effective resource but feared its overuse may impediment students' learning. Additionally, it was observed that the use of translanguaging practices was different in EAP and EGP. The results contribute to our understanding of effective translanguaging instruction with implications for ASEAN teacher education.
References
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Aliakbari, M. and Fadaeian, F. (2023). The relationship between translanguaging perceptions and language teacher immunity. Journal of Modern Research in English Language Studies, 11(1), 147-168. https://doi.org/10.30479/jmrels.2023.18225.2163
Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210–1231.
Biglar- Beigi Ghajarieh, A., Mozaheb, M. A., & Aghabozorgi, A. (2025). Exploring pedagogical translanguaging in bilingual and multilingual ESP versus EGP teachers' and students' discourses in Iran. Journal of Language Horizons, 8(4), 7-30. https://doi.org/10.22051/lghor.2024.44196.1820
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Canagarajah, A. S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
Canagarajah, S. (Ed.). (2013). Literacy as translingual practice: Between communities and classrooms. Routledge. https://doi.org/10.4324/9780203073889
Carroll, K. S., & Mazak, C. M. (2017). Language policy in Puerto Rico's higher education: Opening the door for translanguaging practices. Anthropology & Education Quarterly, 48(1), 4-22. https://doi.org/10.1111/aeq.12180
Chang, S.-Y. (2019). Beyond the english box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning, 43(1), 23-40. https://doi.org/10.1007/s42321-018-0014-4
Chen, F., Tsai, S.-C., & Tsou, W. (2019). The application of translanguaging in an English for specific purposes writing course. English Teaching & Learning, 43(1), 65-83. https://doi.org/10.1007/s42321-018-0018-0
Dashti, F., Almutawa, A., & Almutairi, M. (2024). Female EFL learners at the College of Basic Education: Attitudes and experiences with autonomous learning. English Language Teaching, 17(12), 56. https://doi.org/10.5539/elt.v17n12p56
De Costa, P. I., Green-Eneix, C. A., & Li, W. (2020). Problematizing EMI language policy in a transnational world: China's entry into the global higher education market. English Today, 38(2), 80-87. https://doi.org/10.1017/S026607842000005X
Dovchin, S., & Lee, J. W. (2019). Introduction to special issue: "The ordinariness of translinguistics." International Journal of Multilingualism, 16(2), 105-111. https://doi.org/10.1080/14790718.2019.1575831
Duchêne, A., & Heller, M. (2007). Discourses of endangerment: Ideology and interest in the defence of languages. Continuum.
Elashhab, S. (2020). The impact of translanguaging on the EFL competence development of Arabic-speaking learners. The Asian EFL Journal, 27(3.1), 393-413.
Galante, A. (2020). Translanguaging for vocabulary development: A mixedmethods study with international students in a Canadian English for academic purposes program. In A. Galante & L. S. Tian (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 293–328). Springer. https://doi.org/10.1007/978-3-030-47003-8_12
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
Garcia, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Gatil, T. B. (2021). Translanguaging in multilingual english language teaching in the Philippines: A systematic literature review. International Journal of Linguistics, Literature and Translation, 4(1), 52-57. https://doi.org/10.32996/ijllt.2021.4.1.6
Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. ELT Research Papers, 13(1), 6-48.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
He, P., Lai, H., & Lin, A. M. (2016). Translanguaging in a multimodal mathematics presentation. In Translanguaging in higher education: Beyond monolingual ideologies (pp. 91-120). Multilingual Matters.
Heller, M. (2007). Bilingualism as ideology and practice. In M. Heller (Ed.), Bilingualism: A social approach (pp. 1-22). Palgrave Macmillan.
Huang, X., & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging in EFL classrooms: A systematic review. Languages, 8(3), 194. https://doi.org/10.3390/languages8030194
Iwuanyamwu, P. N. (2023). Preparing teachers for culturally responsive education. Indilinga African Journal of Indigenous Knowledge Systems, 22(1), 1-13.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Jindapitak, N. (2019). English as an ASEAN lingua franca and the role of nativeness in English education in Thailand: Moving toward the ASEAN Economic Community (AEC). English Today, 35(2), 36-41. https://doi.org/10.1017/S026607841800024X
Kucukali, E., & Koçbaş, D. (2021). Benefits and issues of translanguaging pedagogies on language learning: Teachers' perspective. In G. Sönmez (Ed.), Biruni University 1st International English Language Teaching (ELT) Conference: "Catchy Trends in ELT" 2021 (pp. 97-112). Eğiten Kitap.
Li, W., & Garcia, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2) 313-324. https://doi.org/10.1177/00336882221092841
Libradilla, A. A. (2024). Exploring translanguaging in a multilingual classroom: A parent and student perspective. International Journal of Advanced Multidisciplinary Studies, 4(5), 567-580.
Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages(pp. 1-41). Multilingual Matters.
Makoni, S., & Pennycook, A. (2012). Disinventing multilingualism: From monological multilingualism to multilingua francas. In M. Martin-Jones, A . Blackledge, & A. Creese (eds.) The Routledge Handbook of Multilingualism (439-453). Routledge.
May, S. (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
Memari, M. (2024). Language skills development via translanguaging: A case of EFL context. Teaching English Language, 18(2), 379-406. https://doi.org/10.22132/tel.2023.392066.1458
Miftakh, F., Yanto, E. S., & Harjadi, A. F. (2025). Translanguaging in Indonesian EFL classrooms: Pedagogical insights and student perspectives. The Qualitative Report, 30(11), 4679-4702. https://doi.org/10.46743/2160-3715/2025.6687
Mohamed, N. (2020). Transcending linguistic and cultural boundaries: A case study of four young Maldivians' translanguaging practices. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 77-93). Multilingual Matters.
Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014
Putra, H. S., Sugiharto, S., Da Silva, A. M., & Syahrizal, T. (2025). Pedagogical translanguaging in language education: Constructing translanguaging space to reduce cognitive load in support of sustainable development goals (SDGs). International Journal of Language Education, 9(3), 656-675. https://doi.org/10.26858/ijole.v1i1.77403
Rasman. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 7(3), 687-694.
Rind, I. A. (2015). Gender identities and female students' learning experiences in studying english as second language at a Pakistani university. Cogent Education, 2(1), 1115574. https://doi.org/10.1080/2331186x.2015.1115574
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.
Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia's school education. Asian Englishes, 24(2), 132-146. https://doi.org/10.1080/13488678.2022.2056796
Saha, S., & Rahman, M. M. (2022). Translanguaging Pedagogy in the EAP Classroom of Private Universities in Bangladesh. Journal of Higher Education Theory and Practice, 22(17). https://doi.org/10.33423/jhetp.v22i17.5656
Thongwichit, N., & Ulla, M. B. (2024). Translanguaging pedagogy in Thailand's English medium of instruction classrooms: Teachers' perspectives and practices. TESL-EJ, 27(4), 1-17. https://doi.org/10.55593/ej.27108a7
Too, W. K. (2023). ‘People are already doing it': Malaysian English language teachers' perceptions on translanguaging. Asian Englishes, 25(2), 192-205. https://doi.org/10.1080/13488678.2023.2214769
Wang, F., & Ai, B. (2024). Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241306708
Yusri, N. S., Huzaimi, N. H. A., & Sulaiman, N. A. (2022). Translanguaging in Malaysian ESL classroom: Teachers' perceptions. International Journal of Academic Research in Business and Social Sciences, 12(9), 607-619.
Aliakbari, M. and Fadaeian, F. (2023). The relationship between translanguaging perceptions and language teacher immunity. Journal of Modern Research in English Language Studies, 11(1), 147-168. https://doi.org/10.30479/jmrels.2023.18225.2163
Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210–1231.
Biglar- Beigi Ghajarieh, A., Mozaheb, M. A., & Aghabozorgi, A. (2025). Exploring pedagogical translanguaging in bilingual and multilingual ESP versus EGP teachers' and students' discourses in Iran. Journal of Language Horizons, 8(4), 7-30. https://doi.org/10.22051/lghor.2024.44196.1820
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Canagarajah, A. S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
Canagarajah, S. (Ed.). (2013). Literacy as translingual practice: Between communities and classrooms. Routledge. https://doi.org/10.4324/9780203073889
Carroll, K. S., & Mazak, C. M. (2017). Language policy in Puerto Rico's higher education: Opening the door for translanguaging practices. Anthropology & Education Quarterly, 48(1), 4-22. https://doi.org/10.1111/aeq.12180
Chang, S.-Y. (2019). Beyond the english box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning, 43(1), 23-40. https://doi.org/10.1007/s42321-018-0014-4
Chen, F., Tsai, S.-C., & Tsou, W. (2019). The application of translanguaging in an English for specific purposes writing course. English Teaching & Learning, 43(1), 65-83. https://doi.org/10.1007/s42321-018-0018-0
Dashti, F., Almutawa, A., & Almutairi, M. (2024). Female EFL learners at the College of Basic Education: Attitudes and experiences with autonomous learning. English Language Teaching, 17(12), 56. https://doi.org/10.5539/elt.v17n12p56
De Costa, P. I., Green-Eneix, C. A., & Li, W. (2020). Problematizing EMI language policy in a transnational world: China's entry into the global higher education market. English Today, 38(2), 80-87. https://doi.org/10.1017/S026607842000005X
Dovchin, S., & Lee, J. W. (2019). Introduction to special issue: "The ordinariness of translinguistics." International Journal of Multilingualism, 16(2), 105-111. https://doi.org/10.1080/14790718.2019.1575831
Duchêne, A., & Heller, M. (2007). Discourses of endangerment: Ideology and interest in the defence of languages. Continuum.
Elashhab, S. (2020). The impact of translanguaging on the EFL competence development of Arabic-speaking learners. The Asian EFL Journal, 27(3.1), 393-413.
Galante, A. (2020). Translanguaging for vocabulary development: A mixedmethods study with international students in a Canadian English for academic purposes program. In A. Galante & L. S. Tian (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 293–328). Springer. https://doi.org/10.1007/978-3-030-47003-8_12
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
Garcia, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Gatil, T. B. (2021). Translanguaging in multilingual english language teaching in the Philippines: A systematic literature review. International Journal of Linguistics, Literature and Translation, 4(1), 52-57. https://doi.org/10.32996/ijllt.2021.4.1.6
Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. ELT Research Papers, 13(1), 6-48.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
He, P., Lai, H., & Lin, A. M. (2016). Translanguaging in a multimodal mathematics presentation. In Translanguaging in higher education: Beyond monolingual ideologies (pp. 91-120). Multilingual Matters.
Heller, M. (2007). Bilingualism as ideology and practice. In M. Heller (Ed.), Bilingualism: A social approach (pp. 1-22). Palgrave Macmillan.
Huang, X., & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging in EFL classrooms: A systematic review. Languages, 8(3), 194. https://doi.org/10.3390/languages8030194
Iwuanyamwu, P. N. (2023). Preparing teachers for culturally responsive education. Indilinga African Journal of Indigenous Knowledge Systems, 22(1), 1-13.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Jindapitak, N. (2019). English as an ASEAN lingua franca and the role of nativeness in English education in Thailand: Moving toward the ASEAN Economic Community (AEC). English Today, 35(2), 36-41. https://doi.org/10.1017/S026607841800024X
Kucukali, E., & Koçbaş, D. (2021). Benefits and issues of translanguaging pedagogies on language learning: Teachers' perspective. In G. Sönmez (Ed.), Biruni University 1st International English Language Teaching (ELT) Conference: "Catchy Trends in ELT" 2021 (pp. 97-112). Eğiten Kitap.
Li, W., & Garcia, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2) 313-324. https://doi.org/10.1177/00336882221092841
Libradilla, A. A. (2024). Exploring translanguaging in a multilingual classroom: A parent and student perspective. International Journal of Advanced Multidisciplinary Studies, 4(5), 567-580.
Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages(pp. 1-41). Multilingual Matters.
Makoni, S., & Pennycook, A. (2012). Disinventing multilingualism: From monological multilingualism to multilingua francas. In M. Martin-Jones, A . Blackledge, & A. Creese (eds.) The Routledge Handbook of Multilingualism (439-453). Routledge.
May, S. (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
Memari, M. (2024). Language skills development via translanguaging: A case of EFL context. Teaching English Language, 18(2), 379-406. https://doi.org/10.22132/tel.2023.392066.1458
Miftakh, F., Yanto, E. S., & Harjadi, A. F. (2025). Translanguaging in Indonesian EFL classrooms: Pedagogical insights and student perspectives. The Qualitative Report, 30(11), 4679-4702. https://doi.org/10.46743/2160-3715/2025.6687
Mohamed, N. (2020). Transcending linguistic and cultural boundaries: A case study of four young Maldivians' translanguaging practices. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 77-93). Multilingual Matters.
Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014
Putra, H. S., Sugiharto, S., Da Silva, A. M., & Syahrizal, T. (2025). Pedagogical translanguaging in language education: Constructing translanguaging space to reduce cognitive load in support of sustainable development goals (SDGs). International Journal of Language Education, 9(3), 656-675. https://doi.org/10.26858/ijole.v1i1.77403
Rasman. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 7(3), 687-694.
Rind, I. A. (2015). Gender identities and female students' learning experiences in studying english as second language at a Pakistani university. Cogent Education, 2(1), 1115574. https://doi.org/10.1080/2331186x.2015.1115574
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.
Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia's school education. Asian Englishes, 24(2), 132-146. https://doi.org/10.1080/13488678.2022.2056796
Saha, S., & Rahman, M. M. (2022). Translanguaging Pedagogy in the EAP Classroom of Private Universities in Bangladesh. Journal of Higher Education Theory and Practice, 22(17). https://doi.org/10.33423/jhetp.v22i17.5656
Thongwichit, N., & Ulla, M. B. (2024). Translanguaging pedagogy in Thailand's English medium of instruction classrooms: Teachers' perspectives and practices. TESL-EJ, 27(4), 1-17. https://doi.org/10.55593/ej.27108a7
Too, W. K. (2023). ‘People are already doing it': Malaysian English language teachers' perceptions on translanguaging. Asian Englishes, 25(2), 192-205. https://doi.org/10.1080/13488678.2023.2214769
Wang, F., & Ai, B. (2024). Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241306708
Yusri, N. S., Huzaimi, N. H. A., & Sulaiman, N. A. (2022). Translanguaging in Malaysian ESL classroom: Teachers' perceptions. International Journal of Academic Research in Business and Social Sciences, 12(9), 607-619.
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Published
Jul 16, 2026
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How to Cite
Ghajarieh, A., & Aghabozorgi, A. (2026). Multilingual Practices in Classrooms: Translanguaging Insights from Iran for ASEAN Teacher Education. AsTEN Journal of Teacher Education, 10(1). https://doi.org/10.56278/asten.v10i1.4080
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Section 1: Research Articles and Research Briefs
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