📄 social_science

Translanguaging and Code-Switching as Pedagogical Strategies in Saudi Classrooms for International Learners of Arabic: A Comparative Mixed-Methods Study

This mixed-methods study conducted in Saudi Arabia demonstrates that while both code-switching and translanguaging support Arabic-as-a-foreign-language learning, translanguaging is more effective in fostering learner motivation, positive attitudes, and pedagogical success by leveraging students' integrated multilingual repertoires for deeper meaning-making and participation.

Original authors: Bunder Alshammari, Khaled Alfraidi

Published 2026-07-10

📖 5 min read🧠 Deep dive

CC BY 4.0

Original authors: Bunder Alshammari, Khaled Alfraidi

Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ✨ This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer

Imagine you are walking into a classroom in Saudi Arabia where the goal is to learn Arabic. The students come from all over the world, speaking languages like Urdu, French, Hausa, and Malay. For a long time, the rule in these rooms was strict: "Arabic only!" Think of this like a swimming pool where everyone is told to stay in the deep end immediately, even if they can't swim yet. The idea was that total immersion would make them learn faster. But for many students, this just made them sink, confused and silent.

This study, conducted by researchers at the University of Ha'il, decided to test two different ways teachers could help students who are struggling to keep their heads above water. They compared two tools: Code-Switching and Translanguaging.

The Two Tools: A Life Jacket vs. A Whole Boat

First, there's Code-Switching. The researchers describe this as a "life jacket" or a quick "bridge." It happens when a teacher sees a student is stuck on a specific word or grammar rule. The teacher quickly jumps into the student's native language (like English or Urdu) to explain that one tricky thing, and then immediately jumps back to Arabic.

What it does: It unties a specific knot in the student's brain.
The Study's Finding: This is helpful! The data showed that when teachers used these quick, targeted switches, students felt more comfortable and motivated. It's like a quick patch on a leaky boat—it keeps you afloat for the moment.

Then, there's Translanguaging. This is the bigger, more exciting tool. The researchers describe this not as a bridge, but as a whole new boat built from all the materials the students already have. Instead of just translating one word, the teacher encourages students to use all their languages, gestures, drawings, and comparisons to figure out meaning together.

What it does: It turns the classroom into a multilingual workshop where students can compare Arabic verbs to French verbs, use hand gestures to explain grammar, and discuss ideas with friends in their own languages before trying to say them in Arabic.
The Study's Finding: This approach was even more powerful. The researchers found that students who felt this "whole boat" approach was happening reported much higher motivation and a stronger sense that they belonged in the class.

The Numbers Don't Lie (But They Need Context)

The researchers didn't just guess; they asked 150 students and watched classrooms to get the numbers.

When they looked at how much students liked the class and how motivated they felt, Translanguaging had a super-strong connection. The math showed a correlation of 0.945 for motivation and 0.968 for positive attitudes.
Code-Switching was also positive, with a correlation of 0.842 for motivation and 0.815 for attitudes.
When they tried to predict how effective the teaching felt overall, Translanguaging explained 89% of the reasons students felt the class was working well. Code-Switching explained 71%.

Here is the crucial part: The authors are very careful to say these numbers show a strong link or association, not a magic cause-and-effect spell. They suggest that when students feel their whole language identity is welcome, they feel more confident. It's not that Translanguaging forced them to learn faster, but that the environment it created made them feel like they could learn.

What This Study Says "No" To

It is important to know what this paper is not saying.

It does not say "Arabic Only" is bad. The study explicitly states that Arabic must remain the main target. The goal isn't to stop teaching Arabic; it's to make sure students can actually access it.
It does not say Translanguaging is just "more Code-Switching." The researchers argue these are two different things. Code-Switching is a quick fix for a specific problem. Translanguaging is a whole way of thinking and designing the lesson. You can't just call a quick translation "Translanguaging" and expect the same results.
It does not say "Use any language whenever you want." The study warns that if a teacher uses too many different languages, or relies on one language (like English) that some students don't speak, it can actually confuse people and leave them out. The "whole boat" only works if everyone has a seat.

The Teacher's Dilemma

The study also looked at the teachers, who are often stuck between two rules: the school says "Arabic Only," but the students are confused. The researchers found that teachers use Translanguaging as a form of "tactical agency." It's like a teacher who knows the rules say "no running," but sees a student tripping, so they gently guide them to safety before telling them to walk again. They aren't breaking the rules to be rebellious; they are using their judgment to make sure the students actually learn.

The Bottom Line

The study suggests that for international learners in Saudi Arabia, the best way to learn Arabic isn't just to throw them in the deep end and hope they swim. It's to give them a life jacket for the tricky parts (Code-Switching) and build a boat that lets them use all their skills to navigate the water (Translanguaging).

The researchers conclude that while quick translations are useful, creating a space where students can compare languages, use gestures, and feel like their whole selves are welcome leads to a much more confident and motivated learner. It's not about replacing Arabic; it's about building a better ramp so everyone can climb up to it.

Technical Summary: Translanguaging and Code-Switching as Pedagogical Strategies in Saudi Classrooms for International Learners of Arabic

Problem Statement and Context
International learners of Arabic in Saudi Arabia often possess multilingual repertoires (including English, Urdu, Malay, Turkish, and others) that create a tension between institutional expectations of Arabic-only immersion and the practical necessity of multilingual mediation. While strict target-language exclusivity is often valued for maximizing exposure, it can restrict comprehension and position developing learners as deficient. Existing literature frequently treats "code-switching" and "translanguaging" as interchangeable terms for bilingual support, despite their distinct epistemological foundations. Code-switching is traditionally viewed as alternation between discrete, named language systems, whereas translanguaging conceptualizes language as an integrated repertoire for meaning-making. This study addresses the gap in empirical research comparing these two practices specifically within Saudi Arabic-as-a-foreign-language (AFL) classrooms, aiming to clarify their distinct pedagogical functions, associations with learner motivation, and impact on perceived effectiveness.

Methodology
The study employed a convergent mixed-methods design at the University of Ha'il, involving international learners in an intensive Arabic program.

Quantitative Strand: A survey was administered to 150 learners (A2–B2 CEFR proficiency levels) from diverse linguistic backgrounds. The instrument measured perceived code-switching, perceived translanguaging, motivation, attitudes, participation/comfort, and a composite pedagogical-effectiveness index. Psychometric validation included a Content Validity Index (CVI) and Confirmatory Factor Analysis (CFA), yielding strong internal consistency (Cronbach's $\alpha$ = .91).
Qualitative Strand: Data were triangulated through semi-structured interviews with 12 students and 5 instructors, alongside classroom observations using a structured matrix.
Operational Distinction: The study rigorously defined code-switching as bounded, teacher-led shifts for immediate lexical or procedural clarification. Translanguaging was defined as a broader pedagogical process mobilizing full linguistic and semiotic repertoires (including cross-language comparison, peer mediation, gesture, and visual aids) for integrated meaning-making.
Analysis: Quantitative data were analyzed using Pearson correlations and simple linear regressions to determine explanatory power. Qualitative data underwent a two-cycle thematic analysis (deductive and inductive) to explore enactment and interpretation.

Key Results

Quantitative Findings: Both practices showed positive associations with learner outcomes. However, translanguaging demonstrated significantly stronger relationships with motivation ( $r = .945$ ) and attitudes ( $r = .968$ ) compared to code-switching ( $r = .842$ and $.815$, respectively). In regression models predicting perceived pedagogical effectiveness, translanguaging explained 89% of the variance ( $R^2 = .890$ ), whereas code-switching explained 71% ( $R^2 = .710$ ).
Qualitative Findings:
- Code-switching functioned primarily as "bounded clarification," serving as a brief bridge to resolve immediate lexical, grammatical, or procedural confusion before returning to Arabic.
- Translanguaging created a "wider multilingual and multimodal participation space." It allowed learners to compare Arabic structures with prior linguistic knowledge, negotiate meaning with peers, and validate their identities as legitimate participants.
- Teacher Agency: Instructors navigated a tension between "Arabic-only" institutional policies and learner needs. They utilized translanguaging as a form of situated agency to unlock comprehension without abandoning the goal of Arabic immersion.
- Multimodality: Translanguaging was frequently enacted through multimodal resources (boardwork, gestures, diagrams) rather than just verbal switching, creating layered access to meaning.
- Constraints: The study noted that translanguaging could be counterproductive if it relied on a single support language excluding some learners, became excessive, or replaced Arabic output entirely.

Key Contributions

Theoretical Clarification: The study empirically distinguishes between code-switching (bounded repair) and translanguaging (repertoire-based access) within an AFL context, challenging the tendency to collapse these constructs.
Contextual Extension: It extends translanguaging research beyond English-medium instruction (EMI) and bilingual contexts to the specific sociolinguistic landscape of Saudi Arabia.
Pedagogical Differentiation: It demonstrates that while both strategies are beneficial, they operate at different levels: code-switching addresses immediate barriers, while translanguaging reorganizes the conditions of participation and identity.
Operational Framework: The study provides clear operational definitions and observation criteria to guide future research and classroom observation in multilingual AFL settings.

Significance and Claims
The authors claim that the study clarifies the empirical and theoretical distinction between code-switching and translanguaging in Saudi AFL classrooms. The findings suggest that pedagogically purposeful translanguaging supports AFL learning by fostering motivation, confidence, and participation without displacing Arabic as the central instructional target.

The paper modestly concludes that effective Arabic instruction requires a principled balance: maximizing meaningful Arabic engagement while utilizing multilingual and multimodal resources to ensure access to meaning. The authors emphasize that translanguaging is not merely "more code-switching" but a distinct pedagogical orientation requiring careful design. They explicitly state that the quantitative results represent perceptual associations rather than causal effects due to the non-experimental design and self-reported nature of the data. The study argues against rigid "Arabic-only" policies, advocating instead for "principled Arabic-centered multilingual pedagogy" that recognizes learner multilingualism as a resource rather than a deficit.