Translanguaging Practices in the Multilingual Classroom: A Case Study of Pakistani University English Language Learners

Abstract

The primary concern of this paper is to find out the use of the first language among English language learners belonging to diverse cultures and linguistic backgrounds. The studies conducted in the past have shown serious concern about shuttling between multiple languages, known as, Translanguaging; others have found it highly beneficial. Therefore, the primary aim is to explore the strategies adopted via translanguaging practices of learners with multiple literacies, using translanguaging in the university classroom as a valuable strategy. A qualitative research paradigm has guided the study,based on the theoretical framework of Creese and Blackledge's (2010) language ecology approach which exhibits the interdependence of existing linguistic knowledge acquired across languages. Sixty undergraduate students, both male and female, participated in this study selected purposively. Two data collections, i.e. Classroom observations and Focused Group Discussions were utilised. The findings revealed that translanguaging accommodates the learners in achieving communicative proficiency and makes learning effective.

Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

“…Translanguaging research is limited in Pakistan. Few studies have identified the existence of translanguaging practices (Zahra et al, 2020;Ashraf, 2018) and using translanguaging to improve communication (Alam et al, 2016) in Pakistan. All these studies are limited by identifying mere natural translanguaging (García & Wei, 2014).…”