Research Results
4.2 Presentation of Qualitative Data
4.2.2 Research Question 2: What are native speaker teachers’
perceptions towards the use of translanguaging by secondary level students in English language classrooms?
In this section, six native speakers of English teachers were invited to
answer online interview questions, which consisted of thirteen questions. Question one to six aimed to collect demographic information to describe participants.
Question seven to thirteen aimed to investigate participants‘ perceptions and opinions to answer the second research question. The following section would display the data analysis of teachers‘ interviews guided by interview questions.
4.2.2.1 Interview Question 7: When will your students use their native language in the classroom?
Question seven tried to figure out when their students would use their native language. From their responses, two teachers reflected that their students used their native language all the time or sometimes but did not mention the specific situation.
Therefore, their responses did not address any codes. According to other responses, two categories were set, which could be seen in Table 4.31 as below.
Table 4.31 Categories of interview data from teachers for Interview Question 7
Theme Sub-theme
When will students use translanguaging
1) Don‘t understand the instructions 2) Communicate with peers
The detail of the responses was displayed in Table 4.32 as below.
Table 4.32 Responses of teachers for Interview Question 7 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 15
When they talk amongst themselves or when they cannot express themselves in English.
Communicate with peers Interviewee
11, Pos. 15
All the time
Table 4.32 Responses of teachers for Interview Question 7 from MAXQDA (Cont.)
Document Responses Codes
Interviewee 12, Pos. 15
Both times were helping someone else understand what I was talking about.
Communicate with peers
Interviewee 13, Pos. 15
When they don‘t understand what to do Don‘t understand the instructions Interviewee
14, Pos. 15
Sometimes.
Interviewee 15, Pos. 15
When talking to their friends. Communicate with peers
As the responses were coded, the frequency could be shown in Table 4.33.
Table 4.33 Frequency of teachers‘ responses of Interview Question 7 from MAXQDA
Frequency Percentage
Communicate with peers 3 75.0
Don‘t understand the instructions 1 25.0
TOTAL 4 100.0
From the above two Tables, three teachers mentioned that students used their native language when communicating with peers. The other teacher indicated that students used their native language when they did not understand the teacher‘s instructions.
4.2.2.2 Interview Question 8: How do you think about the situation when your students use their native language in the classroom?
Interview question eight aimed to investigate teachers‘ perceptions towards the use of translanguaging by students. Two categories were used: beneficial and useful sometimes, and unnecessary, displayed in the following Table 4.34.
Table 4.34 Categories of interview data from teachers for Interview Question 8
Theme Sub-theme
Perceptions of using translanguaging by students
1) Beneficial and useful sometimes 2) Unnecessary
According to teachers‘ responses, the categories of each response were shown in detail in Table 4.35.
Table 4.35 Responses of teachers for Interview Question 8 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 17
I‘d prefer they speak English. Unnecessary Interviewee
11, Pos. 17
They understand each other but left me.
Wonder sometimes.
Beneficial and useful sometimes
Interviewee 12, Pos. 17
It was only those two times and it was from good students. Not a concern of mine.
Unnecessary
Interviewee 13, Pos. 17
It can be useful sometimes but I try to keep mostly in English
Beneficial and useful sometimes
Interviewee 14, Pos. 17
I don‘t like when they use it to answer questions, but it is ok if they try to help their friends understand a grammar point.
Beneficial and useful sometimes
Interviewee 15, Pos. 17
I don‘t mind if they are explaining to a lower level student to help them understand.
Beneficial and useful sometimes
In addition, the frequency of the coded responses could be seen in Table 4.36 as below.
Table 4.36 Frequency of teachers‘ responses of Interview Question 8 from MAXQDA
Frequency Percentage
Beneficial and useful sometimes 4 66.7
Unnecessary 2 33.3
TOTAL 6 100.0
Considering the above two Tables, four teachers believed that the use of translanguaging could be beneficial and useful to some degree. For example, students could help each other by using their native language. Thus, they could understand better in the class. However, the other two teachers indicated that using translanguaging was unnecessary for students. They preferred their students to use English more even though the majority of teachers hold positive perceptions towards the use of translanguaging by students.
4.2.2.3 Interview Question 9: Do you believe the use of the students‘ native language is beneficial in English language classroom? Why or why not?
For interview question nine, teachers were asked whether they believe translanguaging is beneficial or not. The responses to this question could be divided into two kinds of answers: positive and negative, shown in Table 4.37 below.
Table 4.37 Categories of interview data from teachers for Interview Question 9
Theme Sub-theme
Is it beneficial to use translanguaging
1) Yes, but it is critical
2) No, better to use English only
Table 4.38 below showed the responses of six teachers, which had been matched to the relevant codes.
Table 4.38 Responses of teachers for Interview Question 9 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 19
It‘s necessary depending on their level of English but overall it is better to use English even if they make mistakes.
Yes, but it‘s critical
Interviewee 11, Pos. 19
It is not. They need to use English words in context not translating it from native language.
No, better to use English only Interviewee
12, Pos. 19
Not usually, but I like to talk about a lot of
advanced concepts. Big abstract ideas. Ideologies.
Sometimes, I am moving fast and the kids might not be able to keep up all the time. If occasionally the stronger students can explain advanced concepts to the class, I think that‘s useful. Just vocabulary though, there is no use for native language in our class other than that, I believe.
Yes, but it‘s critical
Interviewee 13, Pos. 19
It some situations it can be but not completely necessary
Yes, but it‘s critical
Interviewee 14, Pos. 19
I don‘t think it is beneficial. It makes the students to complacent.
No, better to use English only Interviewee
15, Pos. 19
It can be for lower level students to benefit their understanding and connect through translation.
Yes, but it‘s critical
From Table 4.38, four teachers agreed with the benefits of translanguaging in some aspects: helping lower-level students and understanding advanced concepts.
Only two teachers insisted that using English only was the most beneficial way of English learning. Table 4.39 below presented the frequency of teachers‘ responses.
Table 4.39 Frequency of teachers‘ responses of Interview Question 9 from MAXQDA
Frequency Percentage
Yes, but it‘s critical 4 66.7
No, better to use English only 2 33.3
TOTAL 6 100.0
4.2.2.4 Interview Question 10: Why is it important for the students to use native language alongside target language in the classroom?
Interview question ten tried to figure out the importance of students using translanguaging in the English classroom. According to the responses, three categories could be listed in Table 4.40.
Table 4.40 Categories of interview data from teachers for Interview Question 10
Theme Sub-theme
Importance of using translanguaging
1) For explaining complex content 2) For communication
3) Not necessary
According to three sub-themes, teachers‘ responses could be addressed to the relevant codes: for explaining complex content, for communication, and not necessary.The detailed information was displayed in Table 4.41.
Table 4.41 Responses of teachers for Interview Question 10 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 21
If they are unable to communicate in any other way then they must use it.
For
communication Interviewee 11,
Pos. 21
For me it is not necessary. Not necessary Interviewee 12,
Pos. 21
Just for explaining complex single words. For explaining complex content Interviewee 13,
Pos. 21
It some situations it can be but not completely necessary
Not necessary Interviewee 14,
Pos. 21
Sometimes to avoid lengthy explanations and the pace of the class.
For explaining complex content
Table 4.41 Responses of teachers for Interview Question 10 from MAXQDA (Cont.)
Document Responses Codes
Interviewee 15, Pos. 21
To connect vocabulary in a 2nd language to what they already know in their native language.
For explaining complex content
As shown above, three teachers revealed that using translanguaging gave an advantage in explaining complex content, while one teacher thought it helped students communicate better. Both of them saw the importance of the use of translanguaging. Only two teachers indicated that it was not necessary for students to use translanguaging in the classroom.
The following Table 4.42 showed the detailed information of frequency from teachers‘ responses.
Table 4.42 Frequency of teachers‘ responses of Interview Question 10 from MAXQDA
Frequency Percentage
For explaining complex content 3 50.0
Not necessary 2 33.3
For communication 1 16.7
TOTAL 6 100.0
4.2.2.5 Interview Question 11: How can students are benefited by using translanguaging in the classroom?
Interview question eleven tended to know how students can be benefited by using translanguaging from teachers‘ perceptions. The responses could be divided into three parts: improving academic skills, understanding complex content, and having no benefits. Table 4.43 showed the whole categories in detail.
Table 4.43 Categories of interview data from teachers for Interview Question 11
Theme Sub-theme
How benefited for students
1) Improve academic skills 2) Understand complex content 3) No benefits
In Table 4.44, the whole responses from teachers and the matching codes could be seen in detail.
Table 4.44 Responses of teachers for Interview Question 11 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 23
They can perhaps better kink the words in English with that in their native language and maybe have better acquisition of English.
Improve academic skills
Interviewee 11, Pos. 23
Use English language at all times during class.
No benefits Interviewee
12, Pos. 23
They can understand complex ideas better. Sometimes there are words and ideas that exist in English and not in their native tongue. Translanguaging can help with that.
Understand complex content
Interviewee 13, Pos. 23
I intend to keep translanguaging a minimum in my class, unless I‘m talking about something complex.
No benefits
Interviewee 14, Pos. 23
Maybe they can do things in their native language by themselves and then work in a group to translate it to the target
language this may improve their academic skills in both languages.
Improve academic skills
Interviewee 15, Pos. 23
A better understanding of the subject. Understand complex content
Additionally, the frequency of each category was two, which owned 33.3 percentages for each category, shown in Table 4.45. However, the responses of improving academic and understanding complex content showed teachers‘ positive perceptions towards the benefits of using translanguaging, which gained four responses, higher than the response of no benefits with only two responses. Overall, teachers owned more positive perceptions than negative perceptions towards the benefits of using translanguaging.
Table 4.45 Frequency of teachers‘ responses of Interview Question 11 from MAXQDA
Frequency Percentage
Improve academic skills 2 33.3
Understand complex content 2 33.3
No benefits 2 33.3
TOTAL 6 100.0
4.2.2.6 Interview Question 12: How does translanguaging create obstacle for the students while developing their target language?
Interview question twelve tended to discuss the obstacles for students created by using translanguaging. The responses included three aspects: cause misunderstanding, delay the progress of learning, and be dependent on using native language, which was demonstrated in Table 4.46.
Table 4.46 Categories of interview data from teachers for Interview Question 12
Theme Sub-theme
Obstacle of using translanguaging
1) Cause misunderstanding 2) Delay the progress of learning 3) Be dependent to use native language
The responses from teachers were addressed to relevant codes in Table 4.47.
Table 4.47 Responses of teachers for Interview Question 12 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 25
Many students will stick to speaking Thai which takes away precious time they could be practicing English.
Delay the progress of learning Interviewee 11,
Pos. 25
They become dependent to it. Be dependent to use native language Interviewee 12,
Pos. 25
Grammar and conversation skills are thinking patterns. Me, as a native English speaker, and my class being 99 percent all in English helps foster those thinking patterns. That is why I‘m here as an NES teacher. The students‘
subconsciously pick up on my speaking and grammatical patterns. If there is other language in the class room, this ruins the ―English bubble.‖
Cause
misunderstanding
Interviewee 13, Pos. 25
Get students to use English during class time. Interact with friends in English and don‘t feel awkward.
Be dependent to use native language Interviewee 14,
Pos. 25
It could be confusing to low proficiency students in the class.
Cause
misunderstanding Interviewee 15,
Pos. 25
It can delay the progress of leaning the new language by the lower students relying on their friends to translate and explain to them.
Delay the progress of learning
Based on Table 4.47, two teachers indicated that using translanguaging delayed learning progress. Two teachers mentioned that students would be dependent
on using their native language, which was harmful to English learning. Interviewee 12 explained that using translanguaging might cause misunderstanding due to the different grammar patterns between English and Thai. Interviewee 14 also mentioned that it could be confusing for low proficiency students. The frequency of the responses from teachers could be checked in Table 4.48 below.
Table 4.48 Frequency of teachers‘ responses of Interview Question 12 from MAXQDA
Frequency Percentage
Cause misunderstanding 2 33.3
Delay the progress of learning 2 33.3
Be dependent to use native language 2 33.3
TOTAL 6 100.0
4.2.2.7 Interview Question 13: Do you consider translanguaging as a tool which can enhance students‘ learning experience and develop their identity? Why or why not?
The last question aimed to figure out teachers‘ perceptions of the significance of using translanguaging. They were asked whether they consider translanguaging as a tool that could enhance students‘ learning experience and develop their identity or not. The responses could be divided into a positive and a negative one, as shown in Table 4.49.
Table 4.49 Categories of interview data from teachers for Interview Question 13
Theme Sub-theme
Consider translanguaging as a tool or not
1) Yes, beneficial and useful 2) No, interrupt English learning
Table 4.50 addressed teachers‘ responses to the related codes, which shown below.
Table 4.50 Responses of teachers for Interview Question 13 from MAXQDA
Document Responses Codes
Interviewee 10, Pos. 27
Perhaps if they devote as much time to practicing English.
Yes, beneficial and useful Interviewee
11, Pos. 27
No. It distract the learning No, interrupt English learning Interviewee
12, Pos. 27
Again, just for advanced concepts and ideologies and ideas. Things those are more complex than basic vocabulary. The other day I taught the receptionist of my apartment what a liaison was. His girlfriend helped translate it into Thai for him. Now he gets it completely and uses it appropriately around me when he gets the chance. That‘s a positive
translanguaging experience for a single word or concept. For conversational English, it‘s not as useful. We don‘t need words like that all the time in my class.
No, interrupt English learning
Interviewee 13, Pos. 27
It could be beneficial to their social development.
Yes, beneficial and useful Interviewee
14, Pos. 27
I would consider it to enhance their problem-solving abilities.
Yes, beneficial and useful Interviewee
15, Pos. 27
I do think full immersion in the 2nd language is a more trusted method for the student to
progress.
No, interrupt English learning
The combination of Table 4.50 and the following Table 4.51 showed the frequency of teachers‘ responses below. It found that three teachers held positive perceptions towards the benefits of using translanguaging while three teachers held negative perceptions. In detail, interviewees 10, 13, and 14 believed that translanguaging could be regarded as a tool to enhance students‘ problem-solving
abilities or social development. The other three teachers insisted that using translanguaging would interrupt English learning. However, even though interviewee 12 thought that translanguaging was not as useful for conversational English, he/she did admit positively that translanguaging could be beneficial for understanding advanced concepts and vocabularies.
Table 4.51 Frequency of teachers‘ responses of Interview Question 13 from MAXQDA
Frequency Percentage
Yes, beneficial and useful 3 50.0
No, interrupt English learning 3 50.0
TOTAL 6 100.0
Teachers‘ responses to these seven interview questions could be used to answer the second research question: what are native speaker teachers‘ perceptions towards the use of translanguaging by secondary level students in English language classrooms? Overall, it can be seen that most teachers have positive perceptions towards the use of translanguaging by students according to their responses.
According to the analysis of quantitative data and qualitative data, the research questions of this study can be answered: 1) secondary level students‘
perceptions towards the use of translanguaging in English language classrooms are positive according to the result of quantitative data and qualitative data; 2) native English speaker teachers‘ perceptions towards the use of translanguaging by secondary level students in English language classrooms are positive, which were confirmed by the result of qualitative data. The results of the data analysis will be presented in the next chapter 5 of conclusion and discussion