Translanguaging as Scaffolding in Collaborative Learning: A Research in the Context of Chinese EFL Classrooms

Abstract

Translanguaging has emerged as a transformative pedagogical approach, but its application in multilingual classrooms has produced complex and context-specific outcomes. This dissertation investigates the role of translanguaging in Chinese EFL classrooms by focusing on its cognitive, academic, and pedagogical implications. Employing a mixed-methods approach, the study integrates qualitative data from classroom observations and interviews with quantitative analysis from standardised tests and surveys of 211 university students and 10 teachers. The study addresses research questions concerning translanguaging’s impact on cognitive flexibility, academic performance, and educational outcomes. The findings challenge the conventional view of translanguaging as universally beneficial, suggesting that while translanguaging was found to enhance collaborative dynamics and reduce cognitive overload, it also surfaced challenges related to institutional constraints and persistent monolingual biases. Quantitative results reveal a negative correlation between students' second language (L2) proficiency and positive attitudes towards translanguaging, which suggest that higher-proficiency learners perceive less need for translanguaging as an educational strategy. Since such a pattern is derived from a context-specific sample, it reflects localised classroom norms and should be interpreted with caution to avoid over-generalisation. Qualitative insights further reveal that students who support translanguaging emphasise its role in reducing cognitive load, enhancing comprehension, and facilitating more precise articulation during challenging tasks such as continuation writing. However, this group also faced challenges, particularly during collaborative tasks, where differing levels of linguistic proficiency among peers occasionally led to inefficiencies. Conversely, students preferring a monolingual approach highlighted linguistic immersion and cognitive clarity, driven by beliefs that exclusive use of L2 fosters deeper, more instant engagement. Yet, these preferences were often context-dependent, with monolingual approaches favoured in formal assessments, while translanguaging was valued in exploratory classroom tasks. As a contribution to the growing body of knowledge on translanguaging by addressing its limitations and potential, the study discusses the proper contexts for translanguaging implementation. It also advocates for tailored strategies that align with students' linguistic repertoires, task demands, and educational contexts