Effective analysis of translanguaging pedagogy for learning English in China

University of Melbourne, Melbourne, Australia

^* Corresponding author: Tina_Yan233@outlook.com

Abstract

This research investigated the applicability of translanguaging as a teaching strategy in China’s K-12 English learning context. Using a qualitative research method of systematic literature review informed by a social constructivist paradigm, data from 15 peer-reviewed articles were analyzed. The findings indicate that translanguaging serves as an effective pedagogical approach in K-12 EFL education. However, potential resistance from teachers and students may arise due to its novelty in the Chinese educational system. Implementing translanguaging can diminish rote learning, create a flexible linguistic environment, and address the identity challenges of bilingual or multilingual learners. The results suggest a paradigm shift in K-12 English education in China, advocating for translanguaging as an enriching instructional strategy.