Abstract

This study explores teachers’ perceptions and utilization of translanguaging in English language teaching in Thailand. Translanguaging, which involves the strategic integration of students’ native language with the target language, has gained recognition for its potential to enhance language acquisition. Given its growing significance, this research examines how Thai English teachers at the primary and secondary school levels (N = 74) incorporate translanguaging into their classrooms. The study employed convenience sampling with predefined criteria to select participants. Quantitative data were collected with embedded qualitative components for triangulation. Descriptive statistics were applied to the quantitative data, while qualitative responses were reviewed for recurring themes and illustrative examples. The findings reveal that teachers frequently employ translanguaging to clarify concepts during classroom activities (40.5%), explain vocabulary and provide feedback (35.1%), and facilitate comprehension by integrating both students’ first language (L1) and English (L2) (36.5%). While many teachers recognize the benefits of translanguaging in enhancing students’ understanding and engagement, some express concerns about its potential to interfere with English immersion goals. The study highlights the importance of a strategic and balanced approach to translanguaging in language instruction. It suggests that professional development initiatives should be implemented to support teachers in effectively incorporating translanguaging while maintaining English immersion objectives in Thai classrooms.

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