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between English and Chinese is a common and natural practices (Wang, 2019; Fang & Liu, 2020). In this section, it is called “language blending,” as it is a more umbrella term containing the mixed languages and mixed of other language forms. Here are some typical examples: 

Chapter Five CONCLUSION

5.1 Major Findings

Considering the contradiction between the transformative power of translanguaging and the pedagogical problems caused by entrenched monolingual ideology in Chinese EFL education, this study aims to investigate translanguaging practices in Chinese junior high school EFL classrooms, students’and teachers’ attitudes towards and the functions of translanguaging. This research draws the following major findings through an online questionnaire, student focus group discussion, classroom observations, and semi-structured interviews.

For the first question: What translanguaging practices are used by teachers and students in Chinese junior high school EFL classrooms? Through observing different English classes, this research finds that translanguaging practices abound in Chinese junior high school EFL classrooms, Which is similar to the findings reported in previous studies ( see Liu & Fang, 2022; Mwinda & Van der Walt, 2015; Torpsten, 2018). Among various translanguaging practices, blending the target language and Chinese is among the most common (Wang, 2019; Fang & Liu, 2020). Teachers and students generally recognize the value of students’ all linguistic resources (Galloway et al. 2017). They didn’t deny the function of the first language in helping students better understand new vocabulary and grammar (Cenoz & Santos, 2020; Hopp et al., 2021), offering assistance to students with lower English proficiency, providing emotional and psychological support (Seltzer, 2016) and managing class order (Afriadi & Hamzah, 2021). Most students don’t mind if teachers use English or Chinese. The matter for them is reaching their learning aims. Different from traditional language classrooms insisting on the use of the target language and stressing the boundaries between languages signified by the term “two solitudes” (Cummins, 2008), “parallel monolingualism” in which “each variety must conform to certain prescriptive norms” (Heller,1999), “bilingualism through monolingualism” (Swain, 1983), “separate bilingualism” (Creese & Blackledge, 2008), the value of language blending has been confirmed.

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