GELT vs. ELT: Competing Paradigms in <scp>L1</scp> ‐Flavored‐English Translanguaging in an <scp>ESL</scp> Classroom

Abstract The spread of English as a global language has brought a new Global Englishes for Language Teaching framework (Rose &amp; Galloway, 2019, Global Englishes for language teaching ) that encourages the use of students' full linguistic repertoires in the classroom. Despite this proposed paradigm shift in academic circles, the reality in teaching contexts is likely more complex, as classroom practices are constrained by underlying beliefs or ideologies held by multiple stakeholders (García, 2022, Teaching English as a Second Language Electronic Journal (TESL‐EJ) , 26, 1–8). To address this issue, the current study examines Japanese‐flavored English translanguaging practices between an L1 English‐speaking teacher and Japanese students—who share Japanese linguistic and cultural knowledge—in an English as a second language classroom. Eight hours of audio recordings of classroom interactions were transcribed using the conversation analytic notation (Jefferson, 2004, Conversation analysis: Studies from the first generation ; Wong &amp; Waring, 2010, Conversation analysis and second language pedagogy ) and analyzed based on the Interactional Sociolinguistic framework (Gumperz, 2001, The handbook of discourse analysis ). The data also draw on the teacher's stance toward those practices, elicited in a semi‐structured retrospective interview. The mixed‐method analysis of the teacher's practices and interview data revealed (1) a wide range of Japanese‐flavored‐English translanguaging practices, encompassing phonological, lexical, and semantic aspects, (2) the potential of translanguaging practices as a means of expanding both the learners' and teacher's linguistic repertoires, and (3) the discrepancy between the teacher's classroom practices and expressed ideologies toward English‐language learning.