4418522 Zhou

Abstract

English as a Foreign Language (EFL) education in China is strongly shaped by exam-oriented policies, which often prioritize grammar, vocabulary, and translation at the expense of communicative competence. In rural classrooms, where resources are limited and students’ exposure to English is minimal, translanguaging has the potential to provide meaningful scaffolding for language learning. This study investigates how rural EFL teachers in China engage with translanguaging practices and how these practices support students’ development of communicative and academic English. The study addresses two research questions: (1) How is translanguaging being used to enhance students’ skills based on the concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP)? and (2) What are the attitudes of EFL teachers towards classroom language practices and pedagogies? To answer these questions, qualitative data were collected through classroom observations, analysis of teaching materials, and semi-structured interviews with rural high school English teachers. The analysis was guided by the Translanguaging Allocation Policy (TAP) framework, combined with Cummins’ theory of BICS and CALP. Findings reveal that translanguaging is present but often limited to exam-related contexts, where it is primarily used to explain grammar and vocabulary rather than to promote communicative competence. Teachers demonstrated ambivalent attitudes: while acknowledging translanguaging’s potential to facilitate comprehension and engagement, they also expressed concern that reliance on students’ home languages may conflict with exam requirements and institutional expectations. The study concludes that translanguaging, when strategically integrated, can bridge the gap between exam preparation and communicative language learning, but its implementation remains constrained by exam pressures and systemic priorities.