Translanguaging in Thai TESOL Master’s Programs: A Sociocultural and Ecological Comparison of Practices and Perceptions
Main Article Content
Abstract
This study investigates translanguaging practices and perceptions in two Thai TESOL master’s programs through Sociocultural Theory (SCT) and Language Ecology (LE). While translanguaging is globally recognized for enhancing comprehension, participation, and identity affirmation, its role in Thai postgraduate teacher education remains underexplored. Using a comparative case study design, data were gathered via semi-structured email interviews with 10 lecturers and 13 students from two universities with contrasting English Medium Instruction (EMI) policies. Thematic analysis revealed three domains: (1) practical insight (concept clarification, scaffolding, assessment support, peer collaboration), (2) the role of translanguaging (reducing anxiety, boosting confidence, fostering critical thinking, affirming identity), and (3) cultural-contextual factors (policy restrictions, lecturer training, resource availability). Findings show that both programs value translanguaging’s cognitive and affective benefits, yet implementation differs. Program A, constrained by strict EMI rules, treats it as informal support, while Program B integrates it as a deliberate pedagogical strategy. Policy flexibility, multilingual pedagogy training, and bilingual resources were identified as key enabling factors. The study highlights the policy–practice gap in Thai higher education and recommends revising EMI policies, investing in professional development, and developing bilingual materials to systematically integrate translanguaging in postgraduate TESOL education.
Highlights
- Provides the first comparative study of translanguaging practices in Thai TESOL master’s programs, focusing on policy, pedagogy, and perceptions.
- Uses a dual theoretical lens, Sociocultural Theory and Language Ecology, to link micro-level classroom practices with macro-level institutional factors.
- Translanguaging reduces anxiety and builds confidence, but its legitimacy depends on EMI policy flexibility.
- Shows that lecturer training and access to bilingual resources are decisive in moving translanguaging from informal support to planned pedagogy.
- Offers actionable recommendations for aligning EMI policies with multilingual realities in Thai higher education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
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