Teaching across divides: EAP lecturers’ plurilingual identities and translanguaging practices

This study examines how plurilingual ethnic identities come to the fore in lecturers’ stances toward translanguaging and their application of translingual practices in English for Academic Purposes (EAP) instruction within a multicultural teacher education college in Israel, a context deeply influenced by ethnic and geopolitical conflict. Adopting a collective case study approach, data were gathered through semi-structured interviews and classroom observations of four EAP lecturers, two trilinguals from the Arab society and two bilinguals from the Jewish society. Qualitative content analyses reveal a number of themes suggesting that the lecturers’ plurilingual ethnic identities shape their stances toward translanguaging as well as their translingual practices: (1) Plurilingual ethnic identity is intertwined with the lecturers’ professional knowledge and beliefs; (2) Plurilingual ethnic identity influences the application of translanguaging practices; and (3) Plurilingual ethnic identity interacts with professional and ideological tensions. The trilingual lecturers demonstrated heightened awareness of the sociocultural and educational benefits of translanguaging, and employed it strategically to foster societal inclusion. Conversely, the bilingual lecturers used translanguaging less frequently, viewing it primarily as a cognitive tool for scaffolding and socio-emotional support. The study underscores the role of lecturers as agents of social change and their ability to utilize translanguaging strategically to challenge dominant language ideologies and contribute to a more equitable academic environment. The findings suggest that embracing translanguaging in conflict-affected contexts can enhance intercultural understanding and lead to more equitable and positive educational experiences. Furthermore, our findings highlight the importance of designing teacher education programs that guide teachers in using translanguaging to incorporate learners’ cognitive, socio-psychological, and socio-cultural needs while promoting tolerance and intercultural understanding in contexts of conflict.