Interview results.

This study examines the perceptions and practices of translanguaging among pre-service English as a Foreign Language (EFL) teachers in Turkey, employing a mixed-method research design with a phenomenological framework. The sample consists of 401 pre-service EFL teachers from the Education Faculty’s English Language Teaching (ELT) Department at a state university during the 2024–2025 academic year. Data collection included a rigorously developed 28-item Likert-scale questionnaire and semi-structured interviews. The questionnaire, refined through factor analysis, explored various dimensions of translanguaging, including its perceived benefits, challenges, and usage contexts. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. The results suggest that translanguaging is widely perceived as a valuable and natural pedagogical strategy, as it enhances learning by reducing language anxiety, fostering inclusivity, and promoting active participation. Its "natural" aspect lies in the alignment with learners’ spontaneous use of their full linguistic repertoire, facilitating smoother integration into the learning process. Translanguaging is shown to alleviate anxiety, build confidence, and stimulate classroom engagement. This research underscores the significance of integrating translanguaging in teacher education programs and highlights the need for further investigation into its diverse effects on language learning and teaching practices.

本研究以土耳其的职前英语作为外语（English as a Foreign Language, EFL）教师为研究对象，探讨其跨语实践（translanguaging）的认知与实践样态，采用混合研究设计并结合现象学研究框架。研究样本为2024-2025学年某国立大学教育学院英语语言教学（English Language Teaching, ELT）系的401名职前EFL教师。数据收集工具包括经严格开发的28项李克特量表问卷与半结构化访谈；该问卷通过因子分析完成信效度优化，探究了跨语实践的多个维度，涵盖其感知益处、实践挑战与使用场景。定量数据采用描述性统计与推断性统计方法开展分析，定性数据则通过主题分析法进行编码与解读。研究结果显示，跨语实践被广泛认为是兼具价值与自然属性的教学策略：它可通过降低语言焦虑、营造包容课堂氛围、促进主动参与来提升学习效果。其“自然性”体现在与学习者自发调动全部语言储备的行为相契合，从而助力学习者更顺畅地融入学习流程。研究证实，跨语实践可有效缓解学习者的焦虑情绪、建立学习信心，并激发课堂参与度。本研究强调了在教师教育项目中融入跨语实践的重要意义，同时指出未来需进一步探究其对语言学习与教学实践的多元影响。