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Data come from in-depth interviews with undergraduate students (n=10) and English lecturers (n=5), plus observations across five classrooms. Thematic analysis shows mixed student attitudes and a context-specific typology of five lecturer strategies: concept and language elaboration, attention-drawing, feedback-giving, student–lecturer communication, and instruction-reinforcing practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-monolingualism-to-translanguaging-pedagogy-what-can-we-learn-from-thai-efl-classrooms/167304/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-monolingualism-to-translanguaging-pedagogy-what-can-we-learn-from-thai-efl-classrooms/167304.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-18","2026-08-31",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about translanguaging in Thai EFL classrooms?","Question",{"text":112,"@type":113},"It examines Thai EFL students’ attitudes toward translanguaging and the translingual strategies used by Thai university lecturers in their EFL classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and analyzed?",{"text":117,"@type":113},"The study used in-depth interviews with undergraduate students (n=10) and English lecturers (n=5), along with observations of five EFL classrooms. The data were analyzed using thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What lecturer strategies were identified in the findings?",{"text":121,"@type":113},"Five context-specific translanguaging strategies were identified: concept and language elaboration, attention-drawing, feedback-giving, student–lecturer communication, and instruction-reinforcing practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},167304,1788211642,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Asia Pacific Journal of Education  \nISSN: 0218-8791 (Print) 1742-6855 (Online) Journal [homepage: ](homepage: www.tandfonline.com/journals/cape20)[www.tandfonline.com/journals/cape20](homepage: www.tandfonline.com/journals/cape20)  \nFrom monolingualism to translanguaging pedagogy: what can we learn from Thai EFL classrooms?  \nMohammed Yassin Mohd A bashaar , Yusop Boonsuk & Nur Lailatur Rofia h  \nTo cite this article: Mohammed Yassin Mohd A bashaar , Yusop Boonsuk & Nur Lailatur Rofia h (15 Feb 2026): From monolingualism to translanguaging pedagogy: what can we learn from Thai EFL classrooms?, Asia Pacific Journal of Education, DOI: 10. 1080/02188791 .2026.2621735 To link to this article: [https://doi.org/10.1080/02188791.2026.2621735](https://doi.org/10.1080/02188791.2026.2621735)  \n View supplementary material   \n\n|  Published online: 15 Feb 2026. |  |\n| --- | --- |\n| | Submit your article to this journal  |\n| | Article views: 155 |\n| | View related articles  |\n|  View Crossmark data |  |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=cape20](https://www.tandfonline.com/action/journalInformation?journalCode=cape20)  \nFrom monolingualism to translanguaging pedagogy: what can we learn from Thai EFL classrooms?  \nMohammed Yassin Mohd Abashaara, Yusop Boonsuk b,c,d and Nur Lailatur Rofiah e  \na Research Center for Language Teaching and Learning, School of Education and Liberal Arts, Walailak University, Nakhon Si Thammarat, Thailand; bFaculty of Education, Prince of Songkla University, Pattani, Thailand; cCollege of Education, Korea University, Seoul, South Korea; dDepartment of Nonformal Education, Faculty of Education, Universitas Negeri Malang, East Java, Indonesia; eResearch Center for Language Teaching and Learning, School of Languages and General Education, Walailak University, Nakhon Si Thammarat, Thailand  \nABSTRACT  \nThis exploratory qualitative study investigated the attitudes of Thai EFL students towards translanguaging and the translingual strategies employed by Thai university lecturers in their EFL classrooms. Data were collected through in-depth interviews with undergraduate students (n = 10) and English lecturers (n = 5) and observations of five EFL classrooms led by Thai lecturers. The data were then analysed using thematic analysis. The findings revealed that Thai EFL students hold mixed attitudes towards the implementation of translanguaging in their EFL classrooms. Based on established frameworks in translanguaging pedagogy and bilingual education, the study identified a context-specific typology of five translanguaging strategies used by Thai lecturers, including concept and language elaboration, attention-drawing, feedback-giving, studentlecturer communication, and instruction-reinforcing practices. While the majority of Thai EFL lecturers believed that the integration of translanguaging might enhance the students’ understanding, they believed it would not necessarily improve their English proficiency. These findings contribute to the current body of knowledge by demonstrating the need to legitimize translanguaging asa pedagogical practice already occurring in Thai EFL classrooms across both language and content-based instruction.  \nARTICLE HISTORY  \nReceived 16 December 2024 Accepted 19 January 2026  \nKEYWORDS  \nMonolingual approach; translanguaging; multilingualism; EFL classroom; English medium of instruction; translanguaging practices  \nIntroduction  \nThe resurgence of bi/multilingual approaches in both English as a second language (ESL) and English as a foreign language (EFL) classroom has effectively challenged the monolingual ideology and approach that have been widely propagated by common beliefs and educational policies in different countries around the world (García & Li, 2014) . Translanguaging refers to “the process of making meaning, shaping experiences, gaining understanding and knowledge through the use of individual’s","cbCaip19EOqsNlN0","https://ap.wps.com/l/cbCaip19EOqsNlN0","pdf",3268620,23,"English","# Abstract\n## Research focus and methods\n## Key findings and strategy typology\n# Introduction\n## Background: bi/multilingual approaches and the monolingual ideology\n## Translanguaging definition and classroom debate","[{\"question\":\"What does the study examine about translanguaging in Thai EFL classrooms?\",\"answer\":\"It examines Thai EFL students’ attitudes toward translanguaging and the translingual strategies used by Thai university lecturers in their EFL classrooms.\"},{\"question\":\"How was the study conducted and analyzed?\",\"answer\":\"The study used in-depth interviews with undergraduate students (n=10) and English lecturers (n=5), along with observations of five EFL classrooms. The data were analyzed using thematic analysis.\"},{\"question\":\"What lecturer strategies were identified in the findings?\",\"answer\":\"Five context-specific translanguaging strategies were identified: concept and language elaboration, attention-drawing, feedback-giving, student–lecturer communication, and instruction-reinforcing practices.\"}]","From monolingualism to translanguaging pedagogy - what can we learn from Thai EFL classrooms? | PDF",58]