Pre-Service Teachers’ Perceptions of Translanguaging in AI-Enhanced ESL Classrooms

Abstract

This exploratory qualitative study examined how pre-service English teachers perceive translanguaging in artificial intelligence (AI)-enhanced ESL classrooms in the Philippines. Although Philippine classrooms are inherently multilingual, English-only policies still dominate instruction, often limiting learners’ access to their full linguistic repertoire. Anchored in Translanguaging Theory and the Technology Acceptance Model, the study explored prevailing teacher perceptions of translanguaging, how AI tools shape these perceptions, and the challenges and opportunities of AI-supported translanguaging. Data were gathered through a focus group discussion with five graduating pre-service teachers from a Philippine teacher-education university who had completed practice teaching. Thematic analysis showed that participants perceived translanguaging positively, describing it as a strategy that supports comprehension and, in their view, builds learner confidence, particularly for learners with lower English proficiency, although their support was conditional on task difficulty and learner proficiency. AI tools such as ChatGPT were seen as useful for simplifying instructions and bridging language gaps, but participants also raised concerns about student over-reliance, prompting difficulties, and threats to teacher relevance. The findings, drawn from a single focus group at one institution, point to the need for structured AI-literacy training and clear institutional policies to guide inclusive, technology-supported language pedagogy.