Speaker
Description
This presentation explores how translanguaging is used in Vietnamese CLIL classrooms, highlighting the factors that shape its implementation. While teachers recognize its benefits for student comprehension, engagement, and inclusivity, its use remains inconsistent due to institutional constraints and pedagogical beliefs. The findings reveal tensions between monolingual policies and multilingual realities, underscoring the need to view translanguaging as a legitimate instructional strategy in CLIL classrooms.
Summary
This presentation explores how translanguaging is used in Vietnamese CLIL classrooms, highlighting the factors that shape its implementation. While teachers recognize its benefits for student comprehension, engagement, and inclusivity, its use remains inconsistent due to institutional constraints and pedagogical beliefs. The findings reveal tensions between monolingual policies and multilingual realities, underscoring the need to view translanguaging as a legitimate instructional strategy in CLIL classrooms.
| Teaching Context | Junior/senior high-school |
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