Translanguaging in Teaching Grammar to Elementary Students

Abstract

Purpose: The present research examines the utilization of translanguaging schemes while teaching English grammar to elementary level students in different zones of Pakistan. The research deals with the research gap in comprehending the specified usage of translanguaging while imparting grammar instruction. Design/Methodology/Approach: The methodology includes survey of 20 teachers of English language teaching at elementary level and the analysis of their responses. Findings: The findings reveal that the teachers employ translanguaging techniques to reinforce grammar instruction by integrating the students’ native languages into English. Translanguaging techniques cast a constructive effect on the comfort and confidence of students. The research also identifies the challenges in the domains of social stigma and concentration. The present research specifies the effective perceptions for policymakers, curriculum designers, and educators. It highlights the significance of thorough training and continuous support for teachers in employing translanguaging in an effective manner. Implications/Originality/Value: The present study necessitates advanced research to investigate the longstanding impacts of translanguaging on language competence and academic output. The findings add to the developing research corpus on translanguaging in education and provide solid grounds for the improvement of effective pedagogical practices that influence the students’ multilingual series for imparting effective grammar instruction.

Keywords

• Grammar instruction
• Trans language
• Elementary Students
• Inclusivity
• Language learning