A Case Study of Teachers’ Translanguaging in College English Classrooms at Xizang University

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

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Abstract

In recent years, translanguaging as a pedagogical method has gained both consensus and divergent perspectives. However, studies focusing on the translanguaging of College English teachers in China’s ethnic minority regions remain relatively scarce. This study employs qualitative methods, including classroom video observations and post-video stimulated recall interviews, to analyze the translanguaging of teachers in College English classrooms at Xizang University. The findings reveal that teachers primarily utilize three types of translanguaging resources, respectively, linguistic, embodied and semiotic resources. The purposes for employing these resources can be categorized as supporting language acquisition, diagnosing and adapting to students’ learning needs, activating classroom interaction, optimizing teaching efficiency, transmitting cultural meanings, and fostering literacy development.

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