Translanguaging Practices in a Vietnamese ESP Medical Classroom: A Qualitative Case Study

Abstract

This study investigates translanguaging practices in a Vietnamese English for Specific Purposes (ESP) medical classroom, aiming to understand how bilingual resources support learning in an ESP context. Adopting a qualitative case study design, the research views translanguaging as a purposeful use of both Vietnamese and English to facilitate meaning-making in medical education. Data were collected through structured observations, field notes, and audio recordings over 12 weeks in a medical university in Ho Chi Minh City. The data were analyzed using qualitative content analysis based on Fang and Liu’s (2020) five-category framework. The findings indicate that five main translanguaging functions were consistently employed: concept explanation, comprehension checking, knowledge localization, instruction reinforcement, and rapport building, with concept explanation occurring most frequently. These practices helped students understand complex medical terminology, confirm comprehension, relate knowledge to the Vietnamese context, and participate more actively in classroom activities. The discussion suggests that translanguaging serves as an effective pedagogical resource that supports both understanding and engagement in ESP classrooms. It highlights the importance of recognizing students’ full linguistic repertoire as a valuable asset in learning, particularly in content-intensive and professionally oriented educational settings.