Transcending linguistics boundaries: Unveiling the Thai professors' lived experiences in implementing translanguaging pedagogy in English classroom

Abstract

Translanguaging is a transformative and inclusive pedagogical approach that bridges linguistic gaps and empowers multilingual learners in English language classrooms. This qualitative study explored the reflective experiences of six Thai university professors who employ translanguaging in their English instruction. The research utilized an interpretive phenomenological approach, grounded in Moustakas' adaptation of Colaizzi's method, to investigate in depth how translanguaging enhances academic engagement and builds learner confidence. Through semi-structured interviews and thematic analysis of the collected data, five key themes emerged and were identified: translanguaging as a bridge for deeper comprehension, empowerment and confidence building, cultural relevance and emotional engagement, pedagogical balance and strategic use, and managing the risks of overuse to encourage student autonomy. The findings revealed that translanguaging not only fosters cognitive development but also affirms learners' cultural identities, resulting in enriched academic experiences. This study affirms that translanguaging is a dynamic and transformative pedagogical practice when used intentionally and strategically. The insights gained have implications for language teaching, curriculum design, teacher education, and educational policy in promoting equitable, linguistically responsive classrooms.