Translanguaging in Foreign Language Teacher Education: Perceived Benefits for Preservice Teachers in Ecuador

Abstract

Translanguaging has emerged as a relevant approach for challenging monolingual assumptions in foreign language education and recognizing learners’ complete linguistic repertoires. This study examined the perceived benefits of translanguaging in the professional formation of preservice foreign language teachers at Universidad Estatal de Bolívar, Ecuador. A qualitative-priority sequential mixed-methods design (QUAL ? quan) was employed. The qualitative component involved semi-structured interviews and reflective accounts, while the quantitative component used a Likert-scale questionnaire administered to 48 preservice teachers. Thematic analysis identified four main dimensions: translanguaging as a resource for comprehension, increased confidence and participation, development of pedagogical awareness, and recognition of linguistic and cultural diversity. Quantitative findings complemented these results, showing the highest perceptions for linguistic and cultural diversity (M = 4.54) and pedagogical awareness (M = 4.46), followed by academic comprehension (M = 4.38). Overall, the findings suggest that translanguaging may contribute to teacher education by fostering more flexible, inclusive, and context-sensitive understandings of foreign language teaching. However, participants’ initial uncertainty regarding the appropriate use of Spanish highlights the importance of systematic preparation and critical reflection on multilingual pedagogies.