Translanguaging in language pedagogy

perceptions of French-speaking learners of English in an English language classroom in Cameroon

Abstract

This study explores the perceptions of French-speaking learners of English from two university level institutions in Yaoundé and Douala in Cameroon in order to get their appraisal of translanguaging practices during English language classes, specifically in the utilization of French. The study employed a mixed-methods approach, with the use of a questionnaire for the survey approach made up of questions tailored to capture the students‘ perceptions of translanguaging practices toward English proficiency attainment. These were complemented with open-ended questions for qualitative analyses using thematic clustering. The questionnaire was administered to 266 students in the classrooms of the students and their responses from demographic data, self-classification of proficiency level as well as responses to Likert-style ratings calculated on frequencies and percentages. Quantitative data revealed a predominance of positive perceptions (68.4%) toward strategic French usage, with neutral responses recording (21.8%) and negative perceptions recording (9.8%). Qualitative analysis of open-ended responses identified themes of enhanced comprehension, cultural bridging, and cognitive relief expressed as benefits by the respondents. The study concludes that a systematized, guided and defined use of translanguaging as an instructional strategy can serve as an effective pedagogical tool when implemented within structured scaffolding frameworks to enhance students‘ meta-cognitive awareness and language proficiency acquisition. The research contributes toward understanding translanguaging as a feasible pedagogical approach in multilingual educational settings, particularly for students preparing for international academic mobility where English proficiency is solicited.