Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan

In the multilingual contexts such as Pakistan, English as the only medium of instruction poses challenges for adequate teaching and learning at the university level. Our study aimed to explore teachers' translanguaging practices at the university level. We attempted to understand why teachers t...

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Bibliographic Details
Published in:International journal of bilingual education and bilingualism 2023-04, Vol.26 (4), p.514-527
Main Authors: Panezai, Anila, Channa, Liaquat Ali, Bibi, Bakht
Format: Article
Language:English
Subjects:
Classroom communication
College Faculty
Educational Benefits
English (Second Language)
English for academic purposes
English medium instruction
Foreign Countries
Higher Education
Interpersonal communication
Language of Instruction
meaning-making
Mixed methods research
Multilingual context
Multilingualism
Polls & surveys
Questionnaires
Student Participation
Teacher Attitudes
Teachers
Teaching Methods
Translanguaging
Translation
university classes
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Summary:In the multilingual contexts such as Pakistan, English as the only medium of instruction poses challenges for adequate teaching and learning at the university level. Our study aimed to explore teachers' translanguaging practices at the university level. We attempted to understand why teachers translanguaged and how they perceived the impacts of translanguaging in their English medium classrooms. By employing a mixed-methods design, we firstly observed classes and then interviewed teachers. This qualitative phase was followed by a questionnaire survey. Class observations suggested that the practice of translanguaging provided an interactional space to both teachers and students for creating and understanding meaning of their interactions. The analysis of interviews and questionnaire survey confirmed that translanguaging promoted meaningful communication in classes. Teachers believed that they could easily communicate their ideas when they taught by employing translanguaging as a strategy. They held that practicing translanguaging in the class resulted in developing students' interest in lectures too. We discuss pertinent implications in the light of findings.
ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2022.2124842