Vietnamese EFL Teachers' and Students' Perceptions of Using Translanguaging in Language-Integrated Literature Courses: A Qualitative Study

This chapter reports a case study on Vietnamese EFL student and teacher perceptions of the benefits and difficulties of using translanguaging in literature courses. Using semi-structured interviews and thematic analysis, this study engaged seven students and five teachers to address the research que...

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主要作者: Tuyet Nhung Thi Nguyen
其他作者: Phuong Nam Thi Nguyen, Ngoc Tai Huynh
语言:eng
出版: IGI Global 2024
在线阅读:https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-46766.html
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Thư viện lưu trữ: Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh
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总结:This chapter reports a case study on Vietnamese EFL student and teacher perceptions of the benefits and difficulties of using translanguaging in literature courses. Using semi-structured interviews and thematic analysis, this study engaged seven students and five teachers to address the research questions. The results revealed that the students perceived benefits in using Vietnamese in teaching English literature courses, including improving understanding and analyses of literary works, cultural connections, and group interactions. Similarly, the teachers recognized benefits such as increasing comprehension, student engagement, cultural awareness, and confidence. However, students encountered difficulties related to the use of colloquial language, translation complexities, and cultural disparities. Likely, teachers observed diminishing student engagement, hindrances to students' English language proficiency, and comprehension difficulties. These results thereby contribute to the existing understanding of translanguaging in the classroom.