Students' perspective of translanguaging in the ESL classroom

[ABSTRACT ONLY; NO FULL TEXT] The present research is to analyze students' perceptions of Translanguaging in the ESL classroom and social settings. Previous research has mostly focused on its use in K-12 and in countries outside the United States. Translanguaging offers a wide range of aids for students, but most notably it offers the opportunity for students to use their entire linguistic abilities to help acquire a second language. This study focuses on university level international students learning English in the United States. To collect data, a two-part survey was distributed to university level international students in Southern California. The first part consisted of five categories: 1) the practice of translanguaging, 2) practice of translanguaging for L2 learning, 3) practice of translanguaging in social settings, 4) practice of translanguaging in higher education and 5) use of L1 in the ESL classroom. The second part of the survey asked for students' basic demographic information such as age and length of residency in the United States to consider any potential correlations between factors. In general, the results displayed participants' neutral perspectives on the use of: translanguaging as a practice, translanguaging in social settings, translanguaging in higher education, and the use of L1 in the ESL classroom. In addition, the participants viewed the use of translanguaging for L2 learning negatively. A descriptive analysis was conducted with students' English and education level. Results displayed that low English level participants had negative perceptions of the use of translanguaging for L2 learning and social settings. Lower division students had negative attitudes toward social settings. A correlation matrix was performed for students' age and length of residency in the United States and revealed that age and residency played greater roles in perceptions of translanguaging; students that have lived longer in the United States viewed translanguaging positively within a higher educational context. Surveying students' beliefs about Translanguaging provides a glimpse into their perceptions about the use of the L1 in academic and social settings and enables instructors to better assist students with their language acquisition journey.