Speakers
Description
The rapid expansion of English as a medium of instruction (EMI) has highlighted the complex roles of the native language (L1) and the target language (L2) in academic learning. Pedagogical translanguaging has emerged as a strategic method to support student comprehension within these environments. This study investigated how English-major students perceived teachers’ pedagogical translanguaging practices and identified the specific practices most frequently reported in EMI classrooms. The participants included 50 first-year English-majored students at a public university in Vietnam. Employing a quantitative research design, data were collected via a structured questionnaire and analysed using descriptive statistics. The results indicated that students hold positive perceptions of pedagogical translanguaging across three primary dimensions: stance, design, and shift. Furthermore, the three most frequently reported practices involved using Vietnamese to clarify difficult concepts, explaining complex academic content bilingually, and supporting vocabulary and grammar acquisition through both languages. These findings suggest that pedagogical translanguaging is generally perceived as a useful instructional approach that facilitates learning in EMI contexts.
