Abstract:

Bilingual or multilingual learners improve their acquisition of other languages when they can take advantage of a full range of language repertoires which requires specific and systematized learning experiences that enable foreign language development. Language teaching practices has traditionally enhanced the monolingual use of the target language as a prerequisite for ensuring a successful learning process. In contrast, alternate use of the language repertoires, known as translanguaging, has been shown to be advantageous in settings where English is learnt as the foreign language or the lingua franca.

The present paper reports in-service primary school teachers’ perceptions on the use of different languages with pedagogical purposes in English lessons. In this qualitative study, 12 in-service practitioners, who teach English in primary schools in a multilingual setting (Valencia, Spain), reflected on the ways they move from local L1 or L2 (either Spanish or Catalan) to English and under which circumstances they did it.

Results suggest that teachers consider that translanguaging has a positive impact in English classes as it generates a safe atmosphere and a better understanding of class instructions and contents among the students, and therefore, it fosters motivation to continue studying English.

Keywords:

Translanguaging, ELT, EFL, Multilingualism, Primary Education.