Stakeholder's Perceptions of Translanguaging in Chinese Primary Education

Abstract

A new paradigm in multilingualism, known as translanguaging, offers a fresh and different perspective on second language acquisition. However, little is known about stakeholders’ attitudes towards translanguaging in China. By conducting interviews, questionnaires, and making classroom observations, this study investigates primary school teachers’ and students’ perceptions of translanguaging in China. The results revealed that although they do not recognize its legitimacy, they use it in classes due to limited English proficiency and improved classroom management, among other reasons.