Translanguaging in EFL Tertiary Education: Investigating Saudi English Language Teachers’ Perceptions

Abstract

Translanguaging is currently enjoying significant interest in the field of Teaching English to Speakers of Other Languages (TESOL). Within the context of teaching English as a Foreign Language (EFL), research has revealed that translanguaging as a pedagogical approach can be beneficial for both affective factors and learning outcomes. However, despite current interest and potential affordances, translanguaging is not employed by most instructors. This is also notable in the context of Saudi EFL tertiary education. Thus, it is essential to investigate what teachers’ perceptions are to explore how translanguaging can be employed in Saudi EFL teaching in the future. This study aims to investigate Saudi English language teachers’ perceptions toward translanguaging and the perceived benefits and disadvantages resulting from utilizing this approach. A mixed-method approach was utilized to collect quantitative and qualitative data. The questionnaire garnered 51 responses, and five semi-structured interviews were conducted. The results reveal that Saudi English instructors' perceptions were generally positive yet cautious. Moreover, the teachers expressed that translanguaging was significantly beneficial in serving as a pedagogical tool to scaffold EFL learning as well as improving classroom dynamics. Meanwhile, the perceived disadvantages include L1 overreliance and the reduction of FL exposure. These results are similar to the findings of previous research conducted in Saudi contexts and global contexts.