Bridging language gaps: Pedagogical translanguaging practices in Vietnamese EFL education
DOI:
https://doi.org/10.62819/jel.2025.1147Keywords:
EFL education, pedagogical translanguaging, Vietnamese contextAbstract
This paper explores the transformative potential of pedagogical translanguaging (PTL) in Vietnamese EFL classrooms, particularly in rural and under-resourced areas, where traditional English-only instruction often limits student engagement and comprehension. Drawing on global best practices, PTL is positioned as a structured, inclusive pedagogy that enables students to utilize their full linguistic repertoires, fostering critical thinking, participation, and improved academic performance. By synthesizing theoretical perspectives and practical applications, this study highlights PTL’s effectiveness in reducing language anxiety, supporting bilingual identity development, and enhancing content understanding. Comparative insights from multilingual contexts, such as the United States, Europe, Africa, and Asia, demonstrate PTL’s scalability and adaptability in K-12 and higher education settings. However, Vietnamese classrooms continue to face institutional and societal barriers that hinder PTL’s implementation, including monolingual ideologies, lack of policy support, insufficient teacher training, and negative perceptions surrounding L1 use in English instruction. To address these challenges, this paper proposes practical strategies for integrating PTL into Vietnamese EFL classrooms, including intentional lesson planning, culturally responsive content, and flexible assessment methods. Additionally, it underscores the urgent need for teacher training programs and policy reforms to ensure a systematic and equitable adoption of PTL across educational contexts. By embracing PTL, Vietnamese schools can create more inclusive, learner-centered environments, ultimately fostering bilingualism and enhancing educational equity.
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