Teachers’ pedagogical translanguaging in EFL classes for ethnic minority students in Vietnam

The increasing recognition of translanguaging in foreign language education, particularly in multilingual and multicultural contexts, underscores its critical importance. In Vietnam, a linguistically diverse nation, ethnic minority students (EMSs) frequently encounter significant linguistic and cultural barriers in accessing quality English as a Foreign Language (EFL) education. Pedagogical translanguaging emerges as a promising strategy to bridge these learning gaps, enabling EMSs to leverage their native languages as valuable cognitive and communicative scaffolds for English acquisition, thereby enhancing their self-confidence and promoting inclusive learning environments. This study aims to investigate the specific practices and functions of pedagogical translanguaging employed by EFL teachers in Vietnamese Central Highlands classrooms serving EMSs, an area largely underexplored in existing literature.

EFL teachers, language educators, researchers in applied linguistics and TESOL, and educational policymakers focused on multilingual education and ethnic minority student support.

This qualitative study meticulously explores the strategic implementation and pedagogical functions of translanguaging by EFL teachers catering to ethnic minority students (EMSs) in Vietnam's Central Highlands. Recognizing the unique linguistic and cultural challenges faced by EMSs, the research posits pedagogical translanguaging as a vital approach to foster more inclusive and effective learning. The methodology involved observing six EFL lessons taught by two experienced teachers, who are themselves from ethnic minority backgrounds, at lower secondary schools. These observations were complemented by in-depth individual interviews, audio-recorded and transcribed verbatim, to gain insights into teachers' conscious planning and rationale behind their translanguaging practices. Findings indicate that teachers strategically employ translanguaging by fluidly alternating between Vietnamese, English, and ethnic minority languages, with various combinations observed, most commonly between Vietnamese and English. These practices served diverse interpretive and managerial functions, consciously planned to support EMSs. Notably, one teacher even acquired knowledge of her students' native language to enhance instructional efficacy. The study highlights the practical and significant role of pedagogical translanguaging in empowering EMSs within multilingual settings, offering a robust framework for developing culturally responsive teaching practices and furthering Vietnam's educational goals by bridging linguistic divides and enhancing student confidence.