Pedagogical Translanguaging as An Interactional Strategy in Teacher-Student EFL Classroom Interactions: A Case Study in Yunnan Agricultural University, China
DOI:
https://doi.org/10.14456/abacodijournal.2025.15Keywords:
Classroom Interaction, Conversation Analysis, English Language Teaching, EFL Classroom, Pedagogical TranslanguagingAbstract
Abstract
Pedagogical translanguaging involves educators deliberately and strategically using multiple languages within the classroom. This includes employing different languages for both input and output and planning strategies that utilize the linguistic resources present in students' entire language repertoire. This study aimed to investigate the use of pedagogical translanguaging in an English as a Foreign Language (EFL) classroom at Yunnan Agricultural University(YAU) to uncover the interactional strategies employed by the teacher to enhance classroom interactions. Fifteen hours of classroom video recordings and teacher's field notes were collected for conversation analysis (CA) within the self-evaluation of teacher talk (SETT) framework. The findings indicated that the teacher's talk aligned with the SETT grid across four pedagogical modes. The sequence of initiate (I), response (R), feedback (F), and scaffolding were frequently used in teacher-student interactions to achieve pedagogical goals. Translanguaging practices in teachers' talk mainly assisted with meaning-making and facilitated classroom interactions. Furthermore, the teacher adjusted the interactional strategies according to the different pedagogical goals and the situations while interacting with the students. The research suggests that using pedagogical translanguaging can enhance classroom interaction. However, further investigation is needed to improve its implementation and effectiveness in English language teaching and learning.
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