THE TRANSLANGUAGING APPROACH IN EFL SPEAKING: A SYNTHESIS OF KEY ISSUES AND FUTURE DIRECTIONS

Abstract

In contemporary multilingual educational settings, translanguaging has arisen as a transformative pedagogical strategy that contests conventional monolingual ideologies in the instruction of English to non-native speakers. This study aims to consolidate essential theoretical frameworks and empirical research outcomes on the implementation of translanguaging in English-speaking classrooms, with a particular focus on the educational context in Vietnam. The research employs a theoretical synthesis method, utilising over 50 peer-reviewed foreign and Vietnamese papers. A thematic content analysis was performed to investigate the following primary areas: (1) theoretical underpinnings of translanguaging, (2) perceptions of learners and teachers, and (3) pedagogical ramifications. The findings indicates that learners appreciate translanguaging as a means to enhance fluency and comprehension, although some voice apprehension regarding insufficient English exposure. Teachers employ translanguaging to enhance instructional clarity, foster relationships, and provide emotional support; yet, institutional policies and curriculum frameworks may hinder its application. The study also identifies mismatches in perceptions between teachers and students, suggesting the need for shared understanding. Finally, the study provides valuable insights for English language teachers, curriculum designers, and legislators to create more inclusive, identity-affirming, and effective language learning settings.