Translanguaging as Learning Startegy of Multilinguals: A study of Pakistani English Language Classrooms

Abstract

Aim of the Study: This paper explores translanguaging as a teaching and learning technique in English language classes in Pakistan whereby multilingual learners operate in English, Urdu, and some regional languages like Punjabi and Saraiki. Despite the spread of recognition of translanguaging as a mechanism to increase understanding and the inclusion of people, there is a paucity of empirical studies on its application in the Pakistani context of higher education, where one-sided policies now tend to prevail.

Methodology: To fill in this gap, a qualitative study at the Ghazi University was conducted, involving interviews with graduate students and teachers using a semi-structured design, as well as computer-based non-participant classroom observation, being processed with the use of thematic analysis.

Findings: The results indicate that having translanguaging considerably enhances conceptual clarity, vocabulary learning, and grammar context, and also decreases the levels of anxiety among the students, as well as increases confidence and active involvement. It also reduces cognitive load and creates metalinguistic awareness and allows teachers to have better-managed classes, as they believe in L1 as an asset instead of a burden.

Conclusion: Wrapping up, the findings of the research indicate that translanguaging is an excellent teaching strategy not only a spontaneous practice but also a common language that supports high-stake learning outcomes, democratic accessibility in the classroom, and compatibility between language education and sociolinguistic facts on the ground in Pakistan. It suggests policy changes to embrace inclusive multilingual pedagogies to promote performance in academic work and recognition of linguistic identities of the students.