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Data came from ten teachers via semi-structured interviews and classroom observations. Thematic analysis revealed six belief dimensions and showed predominantly direct belief-practice correspondence. 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\n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (3), 2120 (2024)  \n[https://doi.org/10.29140/ajal.v7n3.2120](https://doi.org/10.29140/ajal.v7n3.2120)  \nExploring EFL teachers’ beliefs and practices about translanguaging pedagogy: A qualitative study from Iran  \nESMAEEL ALI SALIMIa  ZHONGFENG TIANb  ALIREZA GHASEMPOURc   \naAssociate Professor of Applied Linguistics, Allameh Tabataba’i University, Iran  \nbAssistant Professor of Bilingual Education, Department of Urban Education at Rutgers University, Newark, United States  \nc PhD Candidate of Applied Linguistics, Allameh Tabataba’i University, Iran  \nAbstract  \nIn the past decade, research on EFL teachers’ beliefs about translanguaging has significantly grown. However, little qualitative research has been done on teachers’ translanguaging beliefs and practices and the congruity between them. To address this gap in the literature, the current study investigated Iranian EFL teachers’beliefs and practices, and the correspondence between these beliefs and practices. Data was collected from ten teachers who taught English as a foreign language through semi-structured interviews and classroom observations (three per teachers) . The data was analyzed based on the principles of thematic analysis. The results showed that the teachers perceived six dimensions of translanguaging, including diverse beliefs of translanguaging, perceived relevance of translanguaging, pedagogical beliefs and approaches, attitudes toward benefits, concerns and challenges of applying translanguaging, and student-centered approaches. In regard to their practice, the teachers practiced translanguaging in various contexts and through different instructional strategies in their classes. Regarding the correspondence between beliefs and practices, it was found that there was a mainly direct correspondence between beliefs and practices. The study provides implications for teacher educators in running professional development courses that enhance teachers’ awareness of using translanguaging in their classes.  \nKeywords: translanguaging; teacher beliefs; teacher practices; belief-practice correspondence; qualitative study  \nCopyright © 2024  \nEsmaeel Ali Salimi, Zhongfeng Tian & Alireza Ghasempour  \nIntroduction  \nIn recent years, research on translanguaging has considerably developed in different contextsand in relation to teachers’professional practices (Tian et al., 2020). Considering the prevalence of linguistic repertoire in today’s multilingual world, researchers have extensively paid attention to the multifarious resources that learners use to exchange meaning and deliver their communicational purposes (Gao & Yang, 2023; García & Lin, 2017; Wei, 2018, French, & Armitage, 2020) . Increasing research from different educational contexts has shown that teachers and learners could use their linguistic and non-linguistic resources so that they could effectively get their meanings across within intercultural settings (Cenoz & Gorter, 2020; Leung & Valdés, 2019; Ollerhead, [et. al](et. al)., 2020). For example, in their recent paper on multilingual teacher education, Gao and Yang (2023, p. 4) argued that “language teachers should recognize and value the linguistic and cultural resources of language learners”, which highlights the importance of translanguaging in teachers’ and learners’ language use and meaning-making.  \nDespite the growth of research on translanguaging in recent years, few studies have explored EFL teachers’ beliefs about translanguaging and through qualitative approaches. That is, while research on learners’ beliefs (e.g., Huang, 2021; Liu & Fang, 2020; Yasar Yuzlu & Dikilitas, 2022; Tian et al., 2020) and teacher experiences (e.g., Cenoz et al., 2022; Kao, 2023; Nazari & Karimpour, 2023) have increased, few studies have explored EFL teachers’ beliefs of transla","cbCaisZL55AY3zW8","https://ap.wps.com/l/cbCaisZL55AY3zW8","pdf",447277,18,"English","# Abstract\n# Introduction\n## Translanguaging research growth and gaps\n## Study significance\n## Operational definition and measurement\n# Literature Review","[{\"question\":\"What gap does the study address about translanguaging research?\",\"answer\":\"It addresses the lack of qualitative research examining EFL teachers’ beliefs and practices regarding translanguaging and the congruence between them.\"},{\"question\":\"How was data collected for the qualitative study?\",\"answer\":\"Data were collected from ten Iranian EFL teachers using semi-structured interviews and classroom observations.\"},{\"question\":\"What did the study find about the relationship between beliefs and practices?\",\"answer\":\"The study found a mainly direct correspondence between teachers’ beliefs about translanguaging and their classroom practices.\"}]","Australian Journal of Applied Linguistics - Exploring EFL teachers’ beliefs and practices about translanguaging pedagogy | PDF",1792078817,45]