ABSTRACT
This chapter reports on a study that was conducted to investigate English for Young Learners (EYL) teachers’ practice of translanguaging as a metadiscursive practice in an attempt to help improve their communicative skills. This chapter starts with an introduction, followed by a literature review on discourse, focusing on translanguaging as a metadiscursive practice in the EYL classroom. A methodology section that elaborates on the participants, the multivocal ethnography used for data collection and analysis appears afterwards. The next part of the chapter reveals findings drawn from teachers’ and teacher educators’ discussions after analysing the data in this study. At the end of the chapter, I conclude with ideas for incorporating the results of the study into the professional preparation of EYL teachers.
