From Linguistic Barrier to Bridge: Translanguaging as a Pathway to Chinese Proficiency in Mali's Confucius Institute

Abstract

This article delves into how integrating Bamanankan and French into Chinese language instruction at Mali's Confucius Institute affects learners' engagement, comprehension, and cultural understanding. Using survey data from 56 students and qualitative feedback, the study reveals that translanguaging practices, rather than impeding Chinese learning, serve as cognitive and emotional aids, reducing anxiety, increasing motivation, and strengthening intercultural connections. Findings indicate that over 70% of students are highly aware of translanguaging, with 78.6% reporting that it significantly boosts their interest in Chinese. Students deliberately use French to clarify complex grammar and Bamanankan to explain cultural elements, especially idioms and social norms. The study also points to resource shortages in teaching and recommends a pedagogical approach that views students’ linguistic resources as strengths rather than obstacles. These findings contribute to the growing research on translanguaging in the Global South and propose practical strategies for teaching Chinese in multilingual African contexts.