Abstract

Through qualitative case study, this study discusses how a senior high school English teacher implemented translanguaging practice in the classroom and its influence on teaching. Through classroom observations, retrospective interviews and semi-structured interviews, it is found that the teacher used translanguaging in seven situations to realize three functions: cognition (promoting conceptual understanding and eliminating cognitive obstacles), emotion (enhancing learning confidence and cultivating positive attitude) and behavior (dealing with classroom emergencies and guiding attention). The teacher and her students generally supported the practice of translanguaging, believing that it can improve the learning effect and build an inclusive environment. The Teacher’s language choice follows the “goal-oriented principle” and balances the effectiveness of teaching, the all-round development of bilinguals and the emotional needs of learners. The research provides practical enlightenment for the rational use of translanguaging in senior high school English teaching.

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