Abstract
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.
Top1. Introduction
The significance of literature in language education extends beyond language acquisition, impacting students’ cultural awareness, critical thinking, and personal growth. Integrating literature courses in English as a Foreign Language (EFL) settings enhances language structures, vocabulary, and reading skills while providing authentic materials for student engagement (Khan & Alasmari, 2018). However, teaching literature in EFL contexts presents challenges related to student preferences, language proficiency barriers, and instructional strategies (Hussein, 2016). The intricate nature of literature necessitates tailored interventions to support students’ language development and literary analysis. Because literary works evoke empathy and emotions and improve theory of mind, such works serve as significant cultural and artistic expressions (Kidd & Castano, 2013).
In parallel, exploring the use of translanguaging in EFL classrooms offers promising benefits for enhancing the engagement, understanding, and language skills of students. Translanguaging deepens comprehension, facilitates learning explanations, and improves writing performance (Berlianti & Pradita, 2021; Liando et al., 2023; Sun & Zhang, 2022). In addition, translanguaging contributes to students’ identity development, fostering confidence, metalinguistic awareness, and inclusive learning environments (Garcia & Kleifgen, 2019; Makalela, 2015; Moses et al., 2021; Wang, 2022). Moreover, the use of translanguaging has been linked to the development of students’ identity and confidence, leading to an in-depth understanding of content and enhancing language-learning experiences (Makalela, 2015; Wang, 2022). It also fosters critical metalinguistic awareness, confidence in performing literacies, and the creation of inclusive learning environments (Garcia & Kleifgen, 2019; Moses et al., 2021). These aspects collectively emphasize the positive influence of translanguaging on students’ language proficiency, social–emotional development, and identity construction.
The aforementioned research on the benefits and challenges of literature courses and translanguaging in EFL classrooms suggests that by incorporating translanguaging practices in EFL contexts, educators may enhance students’ language proficiency, social–emotional development, and critical engagement with literary texts. To this end, however, exploring the perceptions of teachers and students, particularly the use of a native language in literature courses for English majors, is essential.
To date, nonetheless, limited research has made such an attempt. To address this gap, the present study explores the perceptions of Vietnamese EFL lecturers and English majors regarding the benefits and challenges of using translanguaging in literature courses in the Vietnamese EFL context. Examining the perspectives of educators and learners on the integration of translanguaging practices, this study aims to elucidate the effective utilization of native language resources in enhancing language acquisition and literary analysis in EFL settings. The insights gained from this investigation have the potential to inform pedagogical strategies, curriculum development, and teacher training programs in the Vietnamese EFL context, ultimately enhancing the quality of literature education for English majors. Based on the aforementioned objectives, this study aims to address the following research questions.
- 1.
How do Vietnamese EFL teachers perceive the benefits and challenges using translanguaging in literature courses?
- 2.
How do English majors perceive the benefits and challenges of using translanguaging in literature courses?
Key Terms in this Chapter
Engagement: The level of active participation, involvement and interest in a given task.
L1: The native language, Vietnamese.
Colloquial Language: Informal, everyday language that is used in casual or relaxed settings.
Inclusive Learning Environment: An educational environment that welcomes and supports individuals from diverse backgrounds, abilities, and identities in the process of acquiring a new language.
Cultural Understanding: The ability to comprehend, appreciate, and respect the beliefs, values, customs, traditions, and behaviors of people from different cultural backgrounds.
EFL: English as a Foreign Language.
Translanguaging: Vietnamese teachers and students utilize their first language (L1), Vietnamese, within English literature courses for English majors.