Translanguaging in ESL Reading Comprehension: Lived Experiences of Vietnamese Learners

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{"abstract":"This paper explores how Grade 9 Vietnamese students make meaning in an English classroom that promotes translanguaging, addressing a gap in research concerning students' processes in mediating reading comprehension. Using Vygotsky’s Sociocultural Theory and García and Wei’s Translanguaging Theory, this qualitative study employed a descriptive phenomenological approach. Data were gathered through semi-structured interviews with ten students who regularly engaged with translanguaging in ESL classes and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings suggest that translanguaging functions as a form of epistemic agency, a scaffold for social and academic negotiation, and a tool for emotional regulation, rather than merely a compensatory linguistic strategy. Participants described using Vietnamese to clarify meaning, articulate detailed thoughts to peers, and manage emotional challenges related to text difficulty and language anxiety. Three main themes emerged: Translanguaging as Epistemic Agency, Translanguaging as Socio-Academic Negotiation, and Translanguaging as Emotional Navigation. These themes contributed to the development of the Translanguaging Literacy Engagement Framework (TLEF), illustrating how bilingual learners strategically use their home language resources to support reading comprehension. The study offers implications for ESL practice, curriculum development, and teacher training, emphasizing translanguaging as a cultural, cognitive, and emotional continuum.","abstract_source":"gemini_shortened","authors":["Jireh Faith Cajoles","Mark Gil Gabe"],"date":"2026-06-17","doi":"10.70838/pemj.580210","id":8151,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"5ef494bfc4a9671c2ce1377d7f2b61ddeb11d47cd86605bb49aaeb0556e76e29","schema":"scimatic-article/1","title":"Translanguaging in ESL Reading Comprehension: Lived Experiences of Vietnamese Learners","volume":58}

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