1. Introduction

This chapter introduces the concept of content-based instruction and the use of L1 in English-medium classrooms. It discusses the shift towards translanguaging practices and the lack of studies exploring teachers' perspectives on this topic. The research questions for this study are presented.

2. Literature Review

This chapter discusses code-switching and translanguaging, motivations for teachers to translanguaging, potentials of L1 in English-Medium classrooms, beliefs about translanguaging in the classroom, and a research gap in the study. These concepts are critical for understanding language use in multilingual educational settings and the various perspectives and beliefs of teachers and students.

3. Methodology

The chapter describes the research design and methodology used for the case study, including data collection and analysis. The study involved content teachers at an English-medium secondary school in Hong Kong, with data collected through questionnaire surveys and reflective diary accounts. The questionnaire survey used Likert items to assess teachers' views on using L1 in classrooms and the functions of translanguaging, while the written accounts provided more specific and in-depth understanding of teachers' considerations of translanguaging in authentic classroom situations. Descriptive statistics and content analysis techniques were employed to analyze the data, and intercoder agreement was established to ensure the reliability of the coding process. The results from both instruments were interpreted and discussed to form a holistic understanding of the participants' perspectives on the use of L1 in classrooms.

4. Findings

This chapter presents the findings from a survey and written accounts that reflect the content teachers’ use of translanguaging practices and beliefs, with teachers using L1 in various scenarios including bond building with students, explaining content-specific vocabulary, abstract or difficult concepts, explaining subject knowledge, and managing discipline. Additionally, the teachers believe that using L1 is important for explaining abstract or difficult concepts, helping students with low language proficiency, teaching content subjects, and building bonds with the learners. Teachers agree that translanguaging is effective in building bonds with students and that lessons with the use of Cantonese are more interactive than English-only lessons. Translanguaging is perceived as an essential strategy when teaching the subject content in English-medium classrooms.

5. Discussion

This chapter discussed content teachers’ perspectives on using L1 in English-medium classrooms. The study corroborates previous research and identifies new insights, including teachers’ belief in the effectiveness of translanguaging and its applicability to subjects other than science. The social and ideational functions of translanguaging are recognized by the content teachers, with L1 use seen as beneficial for building knowledge and improving interpersonal relationships. The study also highlights the significance of urgent and emergency situations for translanguaging. In addition, it supports the idea of viewing multilingualism in the classroom positively, suggesting a need for a more flexible approach to language choice in teaching.

6. Conclusion

This conclusion highlights the importance of understanding content teachers' perspectives on using L1 in English-medium classrooms. It emphasizes the potential effectiveness of using multiple linguistic resources and the need for further research with a larger number of participants. The conclusion also suggests complementing teachers' views with lesson recordings to deepen understanding of translanguaging decisions. Overall, the study emphasizes the potential impact of teachers' beliefs and practices on enhancing teaching and learning in bilingual or multilingual English-medium content classrooms.