Translanguaging as a Pedagogical Tool: Opportunities and Challenges in Higher Education of Pakistan

Abstract

The current research aims to investigate translanguaging as a pedagogical tool in the Higher Education System of Pakistan. Pakistan is a multilingual country where English holds a Second Language (SL) position. The Higher Education System of Pakistan recognizes English as a Medium of Instruction (MOI). The study investigated the perceptions of language teachers and students about the application of translanguaging as a tool for pedagogy. The research followed a mixed-method approach. Researchers conducted close-ended questionnaires for students and semi-structured interviews with language teachers in Higher Education. The research analyzed the interview data by using NVivo 12 plus corpus tool for codification. The study examined significant themes following Braun and Clark's (2006) thematic model. For theoretical underpinnings, the study followed Williams' (2006) model of translanguaging. Results revealed a positive attitude towards translingual pedagogies. Teachers implicate that translanguaging pedagogies can stimulate communication potential, increase metalinguistics awareness, elevate inclusiveness among peers, and promote acceptance of others' cultures. Further, the current study highlighted translingual teachings' opportunities, challenges, and implications. The investigation may implicate policymakers in comprehending the utilization of regional and provincial languages of Pakistan.