Translanguaging Practices: Perspectives of Lectures at School of Foreign Languages, Can Tho University

Abstract

This qualitative study explores lecturers' perspectives on translanguaging practices among students at the School of Foreign Languages, at Can Tho University. Data were collected from seven lecturer participants through semi-structured interviews. The findings indicate that lecturers possess a nuanced understanding of translanguaging and recognize its prevalence among students, particularly during discussions and lectures. From the teachers’ perspective, students often engage in translanguaging unconsciously or due to limited language proficiency and psychological barriers. While lecturers generally support students' use of translanguaging, they emphasize the importance of proper usage and encourage maximizing the use of the target language (L2) for language learning. The benefits of translanguaging include boosting confidence and facilitating comprehension of complex concepts, while challenges include a potential decline in English proficiency. Strategies suggested by lecturers to enhance translanguaging practice include setting limitations, fostering vocabulary acquisition, and organizing seminars to improve translanguaging skills.