March 1, 2025

Exploring Teachers’ Perceptions of Translanguaging and Technology in English-Medium Stem Classrooms in Kazakhstani Secondary Schools

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Translanguaging effectively supports student engagement in STEM classes, yet remains largely informal without policy backing.
Key findings indicate that technology is mainly used for content delivery, but rarely aligns with multilingual teaching strategies.
The study employs a phenomenological approach, gathering data through interviews and observations with six teachers across four schools.
These insights emphasize the need for professional development to enhance the integration of translanguaging and technology in classrooms.

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Qualitative analysis shows translanguaging supports comprehension in STEM education, suggesting policy improvements are needed for technology use.

Zh. Baigulova (2025) studied this question.

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Qualitative analysis shows translanguaging supports comprehension in STEM education, suggesting policy improvements are needed for technology use.