Jinfen Xu, Jun Shi, Qinghui Pan
The advent of translanguaging has prompted a re-evaluation of pedagogical practices in foreign language classrooms, although research on its application in third language (L3) instructional settings is still emerging. This study aims to investigate both the attitudes of students and teachers towards translanguaging and the functions of translanguaging practices in the L3 classroom. Sixty-three students and two teachers from two L3 French courses at a Chinese university participated in this study. The findings revealed that students generally held positive attitudes towards translanguaging, recognising its effectiveness in facilitating L3 learning, although some were still influenced by monolingual conventions. In contrast, the two teachers exhibited divergent views, as one supported the use of translanguaging, while the other advocated for a French-dominant classroom environment. Despite their differences, both teachers acknowledged the benefits of translanguaging in their instruction. The study identified three primary functions of translanguaging practices: interpretive function, managerial function, and interpersonal function. These functions enabled students and teachers to engage in transpositioning and co-learning within an interactive and supportive L3 classroom environment. This research highlights the value of translanguaging in L3 instruction and calls for further collaboration among students and teachers to effectively implement this pedagogical approach.