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Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms
Del translingüismo intuitivo al estratégico: perspectivas desde aulas de inglés como lengua extranjera en Vietnam
DOI:
https://doi.org/10.15446/profile.v27n1.116309Keywords:
language learning, professional development, translanguaging, Vygotsky, Zone of Proximal Development (en)aprendizaje de idiomas, desarrollo profesional, translingüismo, Vigotsky, zona de desarrollo próximo (es)
This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices.
Este artículo presenta un estudio de caso cualitativo sobre las prácticas translingüísticas de docentes vietnamitas de inglés como lengua extranjera y explora sus diferencias individuales desde una perspectiva histórico-cultural integradora. Los datos se recolectaron mediante entrevistas semiestructuradas, observaciones de clase y entrevistas posteriores con tres docentes de una universidad pública vietnamita. Se identificaron diversas funciones del translingüismo, como verificar la comprensión, enfatizar el contenido y reducir la ansiedad al hablar en inglés. Con base en la zona de desarrollo próximo (ZDP) de Vygotsky, se introduce el concepto de andamiaje lingüístico próximo, que propone un uso estratégico de la primera y segunda lenguas en el aprendizaje dentro de la ZDP. El estudio ofrece nuevas perspectivas para el desarrollo docente y las prácticas educativas.
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