Studying Chinese language in higher education: The translanguaging reality through learners’ eyes

Abstract

This paper explores learners’ perspectives regarding first and second language use in foreign language classrooms at a higher education setting. Against the backdrop of the decline of language learning, as well as through a sociocultural lens, this study aims to gain new insights from students about what kind of medium of instruction (MoI) models they demand for better engagement and interaction. The mixed-method research was conducted in Mandarin Chinese programmes at three New Zealand universities. It surveyed 237 students through questionnaires, followed by 16 individual interviews. The findings of this study revealed a discrepancy between the prescribed monolingual principle and a perceived translanguaging reality. University students demanded a flexible and realistic MoI model. They viewed classroom L2 use as a dynamic progress that are influenced by many levels of factors. Furthermore, students desired to maintain a translanguaging space as a scaffolding and stress-relieving strategy during fast-paced learning. They felt the translanguaging approach had enabled two-way communication in higher education where an intellectual dialogic pedagogy is highly valued. This study suggests foreign language programmes in higher education re-examining its monolingual ideology and considering employing the translanguaging approach to better engage and retain students in their programmes.