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qualitative method and the quantitative method is also common. For instance, Fang and Liu (2020) employed classroom observations, semi-structured interviews, and a questionnaire to explore teachers’ and students’ attitudes towards translanguaging. Yuvayapan (2019) used a questionnaire and classroom observations to examine for what purposes teachers use L1 in their teaching and semi-structured interviews to determine the reasons for the differences between their perceptions and actual use of L1.  

There should therefore be a constant exploration of pedagogical principles regarding whether and in what ways L1 use is justified. The continuum of perspective shows the shift from monolingualism to multilingualism. Drawing on this continuum, by interviewing 24 Chinese language teachers, Wangand and Kirkpatrick (2012) found that some teachers mixed English with Chinese to keep the class communicative despite the monolingual principle. Focusing on students, Zhang (2007) showed that nearly half of the surveyed learners of Chinese mix English and other familiar languages with Chinese to ask questions and negotiate meanings in Chinese classrooms. However, they always secretly use another language to get away with punishment because the Chinese-only principle is strictly adopted in their English learning.  

Chapter Three METHODOLOGY ............................ 31

3.1 Research Questions ...................... 31

3.2 Research Design ................................... 31

3.3 Setting and Participants ............................. 34

Chapter Four RESULTS and DISCUSSION ......................... 41

4.1 Translanguaging Practices in EFL Classroom ................... 41

4.1.1 Language Blending ................................ 41

4.1.2 Translation ................................... 44

Chapter Five CONCLUSION ........................... 103

5.1 Major Findings ...................... 103

5.2 Implications and Limitations .................. 107

Chapter Four RESULTS and DISCUSSION

4.1 Translanguaging Practices in EFL Classroom

Currently, translanguaging has been extended to describe the complex, dynamic, and creative multilingual, multimodal, and multisemiotic practices in the communication process ( Li, 2018). Drawing from this definition, and this paper considers language practice that involves multilingual, multimodal and multisemiotic features for EFL learning and teaching as translanguaging practices. For the first question: What translanguaging practices are used by students and teachers in Chinese junior high school EFL? Through classroom observation, this thesis concludes that there are mainly four kinds of translanguaging practices that permeate Chinese EFL classrooms: Language blending, translation, modality, and embodied language. 

4.1.1 Language Blending

Translanguaging practices come into play in social interactions between bilinguals when they use all their shared linguistic resources and blend  in natural ways (Lyster, 2019). Similar to the finding revealed by the questionnaire, through classroom observation, this thesis finds that frequent shift 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。