A contrastive analysis of translanguaging practices between an experienced and a preservice teacher

Abstract

Translanguaging is a pedagogical approach that draws on a speaker’s full linguistic repertoire without rigidly separating L1 and L2. In Japanese EFL contexts, where L2 use is emphasized but L1 is selectively allowed, its classroom implementation remains underexplored. This study compares translanguaging practices of an experienced teacher and a preservice teacher in junior high school English lessons. Using a comparative case study approach, one lesson per teacher was analyzed. While generalizations are limited, this design offers insight into how teachers at different experience levels navigate language use. Quantitative analysis revealed different ratios of L1, L2, and mixed language use. Qualitative findings showed that the experienced teacher’s L1 use reflected pedagogical judgment, whereas the preservice teacher’s use was shaped by linguistic constraints and affective factors. These results suggest that translanguaging is influenced by teacher beliefs, emotional regulation, and professional identity, offering implications for teacher education and reflective classroom practice.