| Summary: | Acknowledging the difference in the lexical backgrounds of students and teachers
aids in having a realistic picture of how learning happens. Translanguaging promotes
learning by exploring the multilingual capabilities of students. However, it is not
sufficient to only account for the learner aspect of the matter. One way of considering
the influence of educators is to start conversations about teacher immunity. Language
teacher immunity allows teachers to function effectively at school and to appreciate
new approaches. For the purpose of evaluating the link between Translanguaging and
teacher immunity only a handful of studies have worked on this issue. The present
work attempted to bridge the gap in the literature by surveying 207 Iranian EFL
teachers’ perceptions toward translanguaging. This study aimed at finding
connections between Translanguaging and teacher immunity in order to potentially
develop teacher resilience by utilizing the full potential of the students’ lexicon.
Participants were from both genders and were different in terms of their experience,
native language, and their current field of study. The data collected from this denoted
that Iranian EFL teachers have moderate immunity in their pedagogies.
Approximately 61% of the participants chose to teach English using both Persian and
English and 54% think using Persian to teach English is beneficial for students.
Mostly, participants reported that they sometimes encourage and personally use
Persian to teach English in different activities. Finally, the educators’ views of taking
advantage of the complete gamut of language means of students by translanguaging
techniques could not be clarified by their competence in dealing with complicated
work conditions.
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