Practices and Perception of Translanguaging as a Pedagogical Stance: Findings from Chinese Secondary Teachers’ Professional Learning Community

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Participants showed ambivalent attitudes toward translanguaging practices despite substantial implementation in classrooms.
Most teachers, while employing translanguaging strategies, expressed concerns about its effect on L2 acquisition and conceptual understanding.
The study utilized a mixed-method approach including classroom observations, interviews, and surveys to gather data.
Future practices should promote more student-directed translanguaging to enhance engagement and effectiveness.

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Mixed-method analysis of translanguaging attitudes among Chinese teachers reveals ambivalence, indicating further support is needed.

N Liu (2025) studied this question.

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