Translanguaging in ESL Classroom
A Case Study of Government College University Hyderabad
Abstract
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This study explored perception and attitude of university teachers towards practicing translanguaging in English language classrooms in Pakistan. Using a mixed-method approach, ESL teachers from Government College University Hyderabad were approached to participate in the study. An adapted questionnaire was utilized to gather data on the teachers' use of Sindhi/Urdu (local languages) in their classrooms and their beliefs about translanguaging. The study revealed that the teachers recognized the benefits of translanguaging, such as aiding weaker language skills, promoting deep understanding of content and supporting students' bilingual identities. Translanguaging was seen as a tool to bridge communication gaps and foster an inclusive learning environment. The findings contribute to the understanding of translanguaging in the ESL context, highlighting its potential benefits for language learners in multilingual settings.
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