A SYSTEMATIC REVIEW OF TRANSLANGUAGING IN THAILAND EFL CONTEXT

Abstract

The role of translanguaging in Thai EFL teaching and learning has been recognized for over a decade, with emphasis on its multiple advantages. To provide a reliable summary of how translanguaging has been practiced in the Thai EFL context, this study systematically reviewed empirical studies published between 2015 and 2024 from Scopus and Thaijo databases. To ensure its transparency and standard, the systematic review strictly followed the four stages of the PRISMA framework, including the identification, searching, eligibility assessment, and inclusion. The findings highlight several important patterns. At the tertiary level, mixed method studies found perceptions of translanguaging held by lecturers and students to be positive overall. This included fostering engagement, respect, and meaningful learning. In classroom settings, teachers were found to use translanguaging for scaffolding and creating an inclusive space, despite working under “English-only” guidelines. In tutorial groups, translanguaging facilitated longer term, active leadership, and negotiation of meaning. Similarly, at the secondary level, students were found to gain confidence and increased understanding from the use of translanguaging. While noting the limited empirical evidence, it can be concluded that translanguaging functions as a powerful and flexible tool for teaching and learning in the Thai EFL context. Implications for education policy-makers are raised.