UNDERSTANDING THE EFFECTIVENESS OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN ESL CLASSROOMS

Abstract

This study explores the effectiveness of translanguaging as a pedagogical strategy in graduate-level ESL classrooms by using a quantitative research approach. Translanguaging encourages learners to draw on multiple languages flexibly to support meaning-making and learning. Despite growing interest in translanguaging, limited empirical evidence exists regarding its classroom use in graduate-level ESL contexts in Pakistan. The study aimed to obtain teachers’ perspectives of translanguaging and its perceived impact on learning outcomes. Data was collected from 30 ESL teachers through structured questionnaire. Responses were analysed using descriptive statistics to evaluate attitudes toward translanguaging practices and their perceived effectiveness in ESL classrooms. The theoretical foundation of the study is based upon Dynamic Model of Translanguaging by Garcia and Wei (2014). The results indicate that the majority of teachers perceive translanguaging as an effective strategy that enhances understanding, participation, and learner confidence. However, a small proportion of respondents expressed reservations about its implementation. The study recommends that although translanguaging is largely beneficial in graduate ESL contexts, careful planning and teacher guidance are essential to maximize its effectiveness. Overall, the study aligns with multilingual pedagogical approaches in advanced language instruction.