Abstract Summary/Description
Translanguaging, defined as "the dynamic process whereby multilingual language users mediate complex social and cognitive activities through the strategic use of multiple semiotic resources to act, to know, and to be" (García & Li, 2014), has gained prominence as a transformative concept in language education. While extensively explored in the fields of linguistics, sociolinguistics, applied linguistics, and education (Lewis et al., 2012; García et al., 2015; Jaspers, 2018; Li, 2011, 2023; MacSwan, 2017, 2022), there remains a notable gap in understanding bilingual individuals’ perspectives on how translanguaging functions in their everyday social interactions. This qualitative study aims to bridge this gap by examining the attitudes and experiences of bilinguals regarding translanguaging in daily social communication. Using semi-structured interviews with four Chinese bilinguals, the research identifies two primary scenarios where translanguaging is commonly employed: interacting with diverse communities and conveying nuanced contextual meanings. The findings reveal a duality in the effects of translanguaging practices. On the positive side, translanguaging enhances communication experiences, promotes deeper engagement with language and cultural learning, and fosters inclusivity in social contexts. On the negative side, participants reported reduced personal confidence, decreased communication influence, and challenges in establishing strong interpersonal relationships when translanguaging was perceived as inappropriate or ineffective. These findings not only deepen the theoretical understanding of translanguaging but also offer practical implications for language education. They emphasize the importance of integrating translanguaging pedagogy into classrooms to create inclusive, adaptive learning environments that reflect the complexities of multilingual realities, enhancing both social and academic outcomes.
