“To Learn English, We Must use English” Teachers’ Perception of the Use of Other Languages in the EFL Classroom in Sweden

Abstract

Increased global movement has contributed to greater language diversity in schools, resulting in a growing number of multilingual students. This study explores the beliefs and practices of English as a Foreign Language (EFL) teachers in Sweden regarding the use of other languages than English in the classroom. A qualitative approach using semi-structured interviews was used to collect data from eight in-service EFL teachers from two schools with two distinct student cohorts in terms of language diversity. The results reveal a complex situation where teachers hold a generally positive view of translanguaging, perceiving it as beneficial for both teaching and learning. However, caution is expressed that its use could lead to overreliance on the first language (L1), potentially hindering the development of English. Findings also reveal that while teachers resort to Swedish to increase comprehension and facilitate learning, especially at lower proficiency levels, English remains the primary medium of instruction. The study also points to resistance amongst teachers towards integrating translanguaging within their practice, attributing it to their attitudes, beliefs, and inadequate preparation to work in the multilingual classroom. The findings have implications for a reevaluation of the teacher training programmes and pedagogical strategies to accommodate the needs teachers in of the multilingual classroom. Further research is needed to address these challenges and explore the how and when of strategic translanguaging as a pedagogical tool in the EFL classroom.