Teachers’ perceptions in determining the inclusion of translanguaging pedagogy in independent Chinese schools
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Key Points
Teachers create and adapt resources to meet diverse student needs, significantly influencing translanguaging adoption.
Findings highlight that 15 English teachers prioritize student comprehension, often disregarding institutional rules on translanguaging despite challenges.
Qualitative interviews provide insights into teachers' perceptions of student acceptance and the educational benefits of translanguaging in classrooms.
Emphasizing teacher autonomy could enhance academic growth, indicating a need for policy adjustments that support translanguaging practices.
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Implication
Qualitative study reveals teachers' influence on translanguaging inclusion in Malaysian Chinese schools, suggesting policy reassessment.