Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms
This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were co...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2025-01-01
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| Series: | Profile Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/116309 |
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| author | Ngo Cong-Lem |
| author_facet | Ngo Cong-Lem |
| author_sort | Ngo Cong-Lem |
| collection | DOAJ |
| description | This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices. |
| format | Article |
| id | doaj-art-f1534895fb5344de83808d6f34b86c2c |
| institution | Kabale University |
| issn | 1657-0790 2256-5760 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile Issues in Teachers' Professional Development |
| spelling | doaj-art-f1534895fb5344de83808d6f34b86c2c2025-01-16T16:18:31ZengUniversidad Nacional de ColombiaProfile Issues in Teachers' Professional Development1657-07902256-57602025-01-0127115116710.15446/profile.v27n1.116309Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL ClassroomsNgo Cong-Lem0https://orcid.org/0009-0005-3299-477XDalat UniversityThis article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices.https://revistas.unal.edu.co/index.php/profile/article/view/116309language learningprofessional developmenttranslanguagingvygotskyzone of proximal development |
| spellingShingle | Ngo Cong-Lem Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms Profile Issues in Teachers' Professional Development language learning professional development translanguaging vygotsky zone of proximal development |
| title | Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms |
| title_full | Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms |
| title_fullStr | Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms |
| title_full_unstemmed | Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms |
| title_short | Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms |
| title_sort | intuitive to strategic translanguaging insights from vietnamese efl classrooms |
| topic | language learning professional development translanguaging vygotsky zone of proximal development |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/116309 |
| work_keys_str_mv | AT ngoconglem intuitivetostrategictranslanguaginginsightsfromvietnameseeflclassrooms |