Translanguaging in Classroom Practice: The Use of the First Language Across Different Lesson Stages in Foreign Language Teaching

Abstract This study investigates the role of the first language (L1) in foreign language instruction, with particular attention to translanguaging practices across different lesson stages. A total of 98 foreign language teachers participated in the study by completing an anonymous online questionnaire. The instrument consisted of four sections: demographic and professional background, reported frequency of L1 use across lesson stages, perceptions of L1 functions, and attitudes towards translanguaging. Data were analysed using descriptive statistics and Spearman’s rho correlations. The findings indicate that L1 is used selectively rather than systematically, most often to clarify grammar, vocabulary, and instructions, and to support less proficient learners. Teachers’ linguistic background (mother tongue) was significantly associated with frequency of L1 use, whereas teaching experience and institutional context were not. A positive correlation was also found between teachers’ attitudes towards translanguaging and their reported L1 use, underscoring the importance of teacher beliefs in shaping practice. The study highlights the pedagogical value of translanguaging and calls for teacher education programmes that address its role in inclusive language teaching.