Role of Translingual Pedagogies for Invoking Creative and Critical Skills: A Case Study

Abstract

A quantitative and descriptive study is conducted to see the attitude of Pakistani ESL teachers towards the use of ‘Translingual pedagogy’. Survey Method is used to collect data via Google Forms. The study sample comprises 170 English teachers teaching undergraduate students in Pakistani universities and affiliated colleges. The tool contained three sections. The first section gathered information about the participants' demographics; the second focused on the class practices of the ESL teachers, and the third section had questions about the use of the Urdu language in ESL classrooms. The Likert scale is used to provide different options to the participants. The Cronbach Alpha test is used to check the reliability of the tool. The five university professors evaluate and approveevaluatedearchapprovedor validity check. Findings show that Pakistani ESL teachers are successfully using this pedagogy and claim that this teaching technique helps develop ESL learners' understanding, cognitive, creative, and critical abilities. In addition, translanguaging motivates ESL learners to participate actively in classroom activities. It has a positive impact on the learning abilities of the ESL undergraduate students.

Keywords

• translingual pedagogy
• esl
• effectiveness
• creative and critical skills