Multidialectal and multilingual translanguaging in L2 Arabic classrooms: teachers’ beliefs vs. actual practices

This study adopts a multidialectal and multilingual translanguaging perspective to explore the relationship between beliefs actual linguistic practices concerning among L2 Arabic teachers in Islamic independent schools Sydney, NSW, Australia. To this end, draws on class observations individual interviews. The findings show clear mismatch teachers’ about use of English their employment it classroom. majority indicated that should be either limited or totally avoided classroom, but showed (a) was utilized all 11 classes, (b) used significantly more than nine these classes. As for practices, although most believed non-standard varieties along with Modern Standard (MSA) limited, were inconclusive due fact found main medium communication observed Therefore, underscores need providing teacher training demonstrates how purposefully deploy help learners enrich repertoire desired L2.