Abstract

The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design through individual interviews, the findings emphasize the significance of acknowledging students' first language, emphasizing the favorable opinions of the participants toward the use of translanguaging in English language classrooms. The findings also demonstrate that translanguaging pedagogy serves as a scaffolding mechanism, enabling students to leverage their pre-existing linguistic abilities to enhance their proficiency in the English language. This study makes a valuable contribution to the existing body of research on translanguaging pedagogy, as it does not only place importance on students' linguistic and cultural backgrounds, fostering a classroom environment that is safe and inclusive, but it also emphasizes the significance of language teachers recognizing and accepting the coexistence of translanguaging pedagogy in classrooms where English monolingual policies are mandated. We discuss the implications and offer research recommendations.