Multilingual practices in lote instruction: Insights from japanese as a foreign language

Abstract

This paper examines the role of code-switching in teaching Languages Other Than English (LOTE) through the example of Japanese as a Foreign Language (JFL). Drawing on recent research on multilingual pedagogy, the study reviews the functions of code-switching and its relationship with translanguaging in multilingual classrooms. Previous studies indicate that teachers frequently alternate between Japanese, English, and learners’ first languages when explaining vocabulary, grammar, and specialized terminology, as well as when checking comprehension. Such practices facilitate understanding, reduce ambiguity, and support content learning. The paper also discusses teachers’ attitudes toward code-switching and the ongoing shift from monolingual teaching approaches toward multilingual pedagogies. The findings suggest that strategic use of multiple languages enhances classroom interaction, promotes learner confidence, and supports more effective acquisition of Japanese. The study argues that code-switching should be viewed not as a deficiency in language teaching but as a valuable pedagogical resource that reflects the realities of multilingual learning environments. These insights contribute to the growing discussion on multilingual practices in LOTE instruction and highlight the need for teacher training that incorporates multilingual pedagogical approaches.