Bridging linguistic divides in higher education: An exploration of translanguaging practices in Pakistan

Abstract

This study investigated the potential benefits and challenges of using translanguaging as a pedagogical tool in higher education in Pakistan. The research used an explanatory sequential design, collecting data from 90 final year BS English students and 22 English teachers through a questionnaire and semi-structured interview questionnaire, respectively. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using Atlas.ti software to identify dominant themes. The results indicate that there is a need to revise language policies and practices in higher education institutions in Pakistan to better reflect the linguistic and cultural diversity of the student population. The use of translanguaging was found to enhance learning outcomes and promote more inclusive and effective teaching and learning practices. However, the study also highlighted the need for teacher training in translanguaging techniques to ensure effective implementation in the classroom. The current study's contribution to existing literature is significant as it provides insights into the perceptions of Pakistani students regarding the use of translanguaging in higher education and identifies the challenges and opportunities associated with its implementation. The findings may inform the development of language policies and practices that promote more inclusive and effective teaching and learning approaches, especially in multilingual contexts like Pakistan.

Keywords

• Translanguaging
• Higher education
• Language policies
• Teacher training
• Learning outcomes
• Pakistan