ӣ��Ӱ��

Topic

Teachers' Translanguaging Practices and Anxiety in Implementation: An Exploration of Iranian EFL Teachers’ Attitudes and Perceptions

School of Languages, Linguistics and Cultures

Date & location

• Friday, December 19, 2025
• 1:30 P.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Li-Shih Huang, School of Languages, Linguistics and Cultures, ӣ��Ӱ�� (Supervisor)
• Dr. Moustapha Fall, School of Languages, Linguistics and Cultures, UVic (Member)

External Examiner

• Dr. Ben Pin-Yun Wang, Department of Pacific and Asian Studies, UVic

Chair of Oral Examination

• Dr. Mohammadhossein Karimi, Department of Mechanical Engineering, UVic

Abstract

This mixed-methods study explores Iranian English-as-a-Foreign-Language (EFL) teachers' attitudes toward translanguaging, their classroom practices, and their perceived anxiety, using an integrated analysis of questionnaire data (N = 98) and in-depth interviews (n = 10). Quantitative findings revealed that teachers strategically endorsed use of first language (L1) for specific purposes, with 77.6% supporting it to assist low-proficiency students and 56.1% recognizing its role in building rapport. A notable attitude-practice gap emerged, as reported classroom use of translanguaging (M = 23.53, SD = 6.65) exceeded attitudinal acceptance of it (M = 18.46, SD = 3.78). Qualitative analysis further illuminated four key dimensions: L1's cognitive utility for explaining complex grammar; its affective benefits in reducing anxiety; challenges posed by institutional English-only constraints; and teachers’ professional anxiety regarding perceptions of linguistic deficiency. Correlation analyses revealed that while teachers' general attitudes were moderately associated with acceptance of student L1 use (r = .32, p < .05), stronger relationships existed between self-perceived language proficiency and practical challenges such as time management difficulties (r = .67, p < .05). The study advocates professional development and policy reform for support contextually grounded translanguaging practices. Overall, the findings show that translanguaging must be locally grounded, calling for pedagogical reforms that reflect teachers’ lived realities, institutional pressures, and broader ideological environments.