VIETTESOL INTERNATIONAL CONVENTION 2025

This qualitative study investigates how CLIL teachers in Vietnam perceive and practice translanguaging, with particular attention to their understanding of students and the implications for the Foreign Language Teacher Competency Framework (ETCF). Drawing on in-depth interviews with 42 CLIL teachers from various education contexts in Vietnam, the study applies Flavell’s framework of metacognitive knowledge to explore how teachers reflect on their understandings of translanguaging and classroom practices.
Findings reveal that teachers widely use translanguaging to support students’ comprehension of complex content, especially in times of limited English language proficiency. Translanguaging is also employed to build rapport, manage classrooms, and foster inclusion, particularly for students from disadvantaged backgrounds. However, many teachers expressed discomfort about overusing Vietnamese, as they often view it as a sign of professional weakness rather than a pedagogical choice. The strict English-only policies in some private institutions also created tensions, limiting teachers’ ability to respond flexibly to student needs.
The study highlights a gap between policy expectations and classroom realities. It argues that to align with the ETCF and promote effective CLIL teaching, professional development should help teachers view translanguaging not as a fallback, but as a pedagogical approach that values learners’ linguistic resources.