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Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Data were gathered through in-depth semi-structured individual interviews and video recordings of classroom interactions. A recursive qualitative analysis elicited a taxonomy of NET teachers’ engagement with translanguaging, comprising resistant, ambivalent, and reductionistic approaches. The findings also demonstrate that ambivalent engagement with translanguaging turned out to be adopted the most among the NET participants. The findings call for examining two new translanguaging forms through NET teachers who have worked under a linguistically policed discourse, i.e., the underground and disguised translanguaging, and multimodal translanguaging without involving students’ L1. The findings indicate that multimodality can be used as a bridge to create a translanguaging space, and that creating a translanguaging space through multimodality appears to be more politically neutral for NET teachers.

Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms