Re-thinking English-only pedagogy through translanguaging in Japanese university CLIL classrooms: Students, teachers, challenges and dilemmas

This study aims to explore how translanguaging pedagogy can be utilized in a language classroom that is situated within a context where the monolingual ideology is prevalent. Specifically, the study focuses on exploring both international and Japanese students' perceptions on this new type of CLIL translanguaging language course as well as the use of translanguaging in the process of meaning making and knowledge construction among students. In addition, the study focuses on exploring teachers' perspectives on translanguaging as well as their experience developing this new CLIL translanguaging course with other teachers who have diverse backgrounds. In this qualitative case study, I use semi-structured individual interviews with students (n=12) and teachers (n=5) involved in the course and students' reflection (n=18) as the primary methods of inquiry, and my reflective journal as a supplementary data source. The data is thematically analyzed around the research questions, with reflexivity being an important aspect through analyzing data and writing up the thesis. The study explores the following research questions: 1. How do students perceive a new type of language course in which learners with diverse cultural and linguistic backgrounds learn different target languages in the same classroom simultaneously? 2. How is translanguaging used in the process of meaning making and knowledge construction among students of different linguistic and cultural backgrounds, and how is it perceived by them? 3. How do language teachers develop and implement a new type of language course with other teachers who are very diverse in age, experience, linguistic resources, and who have different beliefs about language education? The study finds that students describe complex perspectives on the use of translanguaging and potential impacting factors such as monolingual ideology and their understanding of the globalizing world. It also describes how teachers understand and develop ideas of translanguaging and their roles as teachers, as well as the potential factors that may influence their perspectives.