近年來，隨著108課綱及雙語國家政策（Bilingual 2030 Policy）的推動，跨語言實踐（translanguaging）逐漸受到英語教育領域的重視。然而，目前臺灣針對不同教學情境中跨語言實踐之研究仍相對有限，特別是在國小初級英語課堂中的實際運用情形。因此，本研究旨在探討兩位國小英語教師於英語相關課堂中的跨語言實踐，並進一步了解其功能及使用原因。本研究採用個案研究法，以臺灣一所偏鄉國小及一所非偏鄉國小之一年級英語課堂為研究場域。研究參與者為兩位國小英語教師及其學生。資料蒐集包含十堂課的課堂觀察與錄影，以及教師半結構式訪談。研究分析架構改編自Wang（2019）之跨語言實踐分類，並透過質性分析輔以描述性統計進行資料整理與分析。研究結果顯示，兩位教師及學生皆頻繁使用跨語言實踐策略。教師最常使用的跨語言功能包括教學指令、回饋、提問及澄清說明。學生在兩個課堂中最主要的跨語言功能皆為回答問題。此外，研究發現跨語言實踐能協助學生理解課程內容、降低學習焦慮、提升課堂參與度，並支持低英語能力學生參與課堂活動。訪談結果進一步指出，兩位教師皆認為跨語言實踐有助於提升教學清晰度與學生理解，尤其是在解釋抽象概念、進行課堂管理及協助初學者學習時具有重要功能。然而，教師亦強調應有策略的使用跨語言，以避免學生過度依賴母語而減少英語接觸機會。本研究結果有助於深化對臺灣國小英語課堂跨語言實踐之理解，並為教師在初級英語教學中運用跨語言策略提供實務參考。

With the implementation of the 108 Curriculum Guidelines and the Bilingual 2030 Policy, translanguaging has gained increasing attention in the field of English language education. However, studies examining translanguaging practices in different instructional contexts in Taiwan remain limited, particularly those focusing on the actual use of translanguaging in beginning-level elementary English classrooms. Therefore, this study aimed to investigate the translanguaging practices of two elementary school English teachers and further explore the functions and reasons underlying their use of translanguaging. This study adopted a case study approach and was conducted in two first-grade English classrooms at a rural elementary school and a non-rural elementary school in Taiwan. The participants included two elementary school English teachers and their students. Data were collected through classroom observations and video recordings of ten lessons, as well as semi-structured interviews with the teachers. A modified version of Wang’s (2019) translanguaging framework was employed to analyze the data. Qualitative analysis supported by descriptive statistics was used to organize and examine the collected data. The findings revealed that both teachers and students frequently engaged in translanguaging practices. The most common functions of teacher translanguaging included giving instructions, providing feedback, asking questions, and offering clarification. Students, on the other hand, primarily used translanguaging when responding to teachers’ questions in both classrooms. Furthermore, the findings indicated that translanguaging facilitated students’ comprehension of instructional content, reduced learning anxiety, increased classroom participation, and supported the involvement of learners with lower levels of English proficiency. The interview results further demonstrated that both teachers viewed translanguaging as an effective strategy for enhancing instructional clarity and student understanding, particularly when explaining abstract concepts, managing classroom behavior, and supporting beginning-level learners. Nevertheless, both teachers emphasized that translanguaging should be used strategically to avoid students becoming overly dependent on their first language and thereby reducing their opportunities to be exposed to and use English. The findings of this study contribute to a deeper understanding of translanguaging practices in Taiwanese elementary English classrooms and provide pedagogical implications for teachers seeking to implement translanguaging strategies in beginning-level EFL contexts.

Ahmed, E. A. M. (2025). The difficulties faced by EFL learners when using English as the medium of instruction in the classroom. Forum for Linguistic Studies, 7(12), 1196–1208. https://doi.org/10.30564/fls.v7i12.12122
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Multilingual Matters.
Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
Bouguerra, M. A. (2024). Exploring the use of translanguaging in the EFL classroom: Students’ feelings and attitudes on the role of first language and English-only instruction. Linguistics and Culture Review, 8(1), 38–66. https://doi.org/10.21744/lingcure.v8n1.2300
Chai, C.-W., Hung, M.-K., & Lin, T.-C. (2023). The impact of external resources on the development of an indigenous school in rural areas: Taking a junior high school in Taiwan as an example. Heliyon, 9(11), e22073. https://doi.org/10.1016/j.heliyon.2023.e22073
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180–201. https://doi.org/10.1017/S0261444811000577
Chen, A. H. (2013). An evaluation on primary English education in Taiwan: From the perspective of language policy. Journal of English Language Teaching, 6(10), 158–165.
Chen, Y.-C., & Liu, T.-M. (2008). Educational attainment and urban/rural discrepancy: An analysis of spatial cluster. Journal of Population Studies, 37, 1–43. https://doi.org/10.6191/jps.2008.5
Chen, I.-S. J., Liu, Y.-T., Yorozuya, R., & Uchino, S. (2025). Bridging bilingual boundaries: Taiwan's nationwide strategy for EFL transformation. Humanities and Social Sciences Communications, 12, Article 548. https://doi.org/10.1057/s41599-025-04867-z
Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445–447.
Curran, J. E. & Chen, C. I. (2021). Bilingual education using a CLIL Approach: In-service science teachers’ perceptions of science English classes taught by pre-service English teachers. Taiwan International ESP Journal, 12(2), 1-64. https://doi.org/10.6706/TIESPJ.202112_12(2).0001
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 94, 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure: Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185. https://doi.org/10.1017/S1366728918001062
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224. https://doi.org/10.1016/j.system.2004.12.006
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave Macmillan.
Jade, N. B. N. (2025). English language education in Taiwan: Policy ambitions, pedagogical changes, global aspirations, and emerging trends. English Today, 41(4), 256–262. https://doi.org/10.1017/S0266078425100801
Ke, I.-C., & Lin, S. (2017). A translanguaging approach to TESOL in Taiwan. English Teaching & Learning, 41(1). https://doi.org/10.6330/ETL.2017.41.1.02
Leonet, O., & Saragueta, E. (2024). The case of a pedagogical translanguaging intervention in a trilingual primary school: The students’ voice. International Journal of Multilingualism, 21(4), 2112–2130. https://doi.org/10.1080/14790718.2023.2224009
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Luo, K.-C. (2022). Exploring the difficulties of bilingual education in remote elementary schools. Taiwan Educational Review Monthly, 11(12), 80–84.
Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 63–84). Springer. https://doi.org/10.1007/0-387-24565-0_5
Marrero-Colón, M. B. (2021). CAL commentary: Translanguaging: Theory, concept, practice, stance… or all of the above? Center for Applied Linguistics. https://www.cal.org/publications/translanguaging/
Ministry of Education. (2005). 2005 Education in the Republic of China(Taiwan) https://english.moe.gov.tw/public/Attachment/6671334671.pdf
Ministry of Education. (2018). Curriculum guidelines of 12-year basic education. Ministry of Education.
National Development Council. (2016). Review and future development of Taiwan's bilingual education policy (Final report). National Development Council.
National Development Council. (2018). Blueprint for developing Taiwan into a bilingual nation by 2030. https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.
Padchonga, N. F., Cosain, S. P., Hadji Calil, N. M. A., Betwag, A. K. M., & Pelila, J. R. O. (2025). Translanguaging as a pedagogical tool in Asia: Roles, challenges, opportunities, and effective practices. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 954–967. https://doi.org/10.51574/ijrer.v4i4.3040
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Rahmat, A., & Akbar, M. (2019). A comparative analysis of English learning motivation between rural and urban students. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 158–182. https://doi.org/10.31002/metathesis.v3i2.1740
Risnawati, R., Afriani, Z. L., Ernawati, E., & Zulhijah, A. E. (2022). Teachers’ challenges in teaching English at rural areas. International Journal of Humanities and Social Science, 12(6), 36–43. https://doi.org/10.30845/ijhss.v12n6p5
Shan, L. W., & Abdul Aziz, A. (2022). A systematic review of teaching English in rural settings: Challenges and solutions. International Journal of Academic Research in Business and Social Sciences, 12(6), 1956–1977.
Smithsarakarn, P. N. (2024). Taiwan's bilingual policy and English language teaching: Quality in higher education (Taiwan Fellowship research report). Ministry of Foreign Affairs, Taiwan.
Turnbull, M., & Dailey-O’Cain, J. (2009). First Language Use in Second and Foreign Language Learning. Clevedon: Multilingual Matters.
Uthaikun, C., Riddle, S., & Barton, G. (2024). Using English as a language of instruction in rural schools in Thailand: Key challenges for teaching and learning. Asia Pacific Journal of Educators and Education, 39(1), 239–257. https://doi.org/10.21315/apjee2024.39.1.10
Vogel, S., & García, O. (2017). Translanguaging. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge. https://doi.org/10.4324/9780203827826
Wang, D. (2019). Multilingualism and translanguaging in Chinese language classrooms. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-02529-8
Williams, C. (1994). An evaluation of teaching and learning methods in the context of secondary education (Unpublished doctoral dissertation). University of Bangor.
Wonggo, M. A., Tanipu, Z., & Ali, S. W. (2025). Translanguaging in multilingual classrooms: A perspective from EFL setting. Madani: Jurnal Ilmiah Multidisiplin, 3(3), 110–120. https://doi.org/10.5281/zenodo.15193332
Woodley, H. H. (2016). Balancing windows and mirrors: Translanguaging in a linguistically diverse classroom. In T. Kleyn & O. García (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 83–100). Taylor & Francis.
Wu, Y.-P. (2020). The current situation and problems of rural education. Journal of Educational Research and Practice, 67(2), 41–50. https://doi.org/10.6701/JEPR.202012_67(2).0003
Wu, R. W. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11–25. https://doi.org/10.1080/15434303.2011.553251
Xia, L. (2022). Translanguaging as a pedagogical practice in a Chinese EFL classroom. Asian Journal of English Language Teaching, 31, 109–137.
Yan, Y.-J. (2025). Translanguaging use in a Taiwanese senior high school EFL classroom (Master’s thesis, National Changhua University of Education). National Digital Library of Theses and Dissertations in Taiwan.
Zakharova, Y., & Lasagabaster, D. (2026). Pedagogical translanguaging in secondary EFL: A systematic review of practice and teacher development (2023–2025). Language Teaching. Advance online publication. https://doi.org/10.1017/S0261444826101189
Zhou, X. (2023). Engaging in pedagogical translanguaging in a Shanghai EFL high school class. ELT Journal, 77(1), 1–10. https://doi.org/10.1093/elt/ccab054