Translanguaging Practices in Multilingual EFL Classrooms in Iran

This article presents a comprehensive mixed-methods investigation of translanguaging practices in multilingual English as a Foreign Language (EFL) classrooms in Iran. Drawing on quantitative data from ۲۰۷ Iranian EFL teachers and qualitative interviews with ۱۸ classroom practitioners, the study examines the relationships between teacher beliefs, actual classroom practices, institutional constraints, and pedagogical outcomes associated with strategic first language (L۱) use. Descriptive statistics reveal that ۷۷.۶% of teachers strategically endorse Persian use for assisting low-proficiency students, while ۶۱% actively employ Persian-English translanguaging in their daily pedagogy. A significant attitude-practice gap emerges, with reported classroom translanguaging frequency (M=۲۳.۵۳, SD-۶.۶۵ on a ۳۰-point scale) exceeding attitudinal acceptance scores (M=۱۸.۴۶, SD=۳.۷۸), suggesting that teachers practice translanguaging more extensively than they consciously acknowledge. Factor analysis identifies six underlying dimensions of translanguaging perceptions among Iranian EFL educators: diverse beliefs, perceived relevance, pedagogical approaches, attitudes toward benefits, concerns and challenges, and student-centered orientations. Thematic analysis of interview data reveals four key dimensions: cognitive utility for explaining complex grammatical structures, affective benefits in reducing learner anxiety and fostering inclusive environments, institutional constraints imposed by English-only policies and supervisor expectations, and teacher anxiety regarding perceptions of professional inadequacy. Correlation analyses demonstrate that self-perceived English proficiency strongly correlates with practical challenges such as time management difficulties (r=.۶۷, p<.۰۵), indicating that teachers with lower confidence in their linguistic competence experience greater implementation barriers. The article proposes a contextually-grounded pedagogical framework for principled translanguaging implementation, addressing the unique sociolinguistic landscape of Iranian EFL education where Persian serves as the lingua franca alongside diverse indigenous languages including Azeri, Kurdish, Gilaki, Baluchi, and Arabic. The study advocates for professional development programs and policy reforms that recognize translanguaging as a legitimate pedagogical resource rather than a symptom of linguistic deficiency, calling for pedagogical reforms that reflect teachers' lived realities, institutional pressures, and broader ideological environments.

کلیدواژه ها:

Translanguaging ، Iranian EFL classrooms ، multilingual education ، teacher beliefs ، pedagogical translanguaging ، attitude-practice gap ، language policy ، learner autonomy