Teacher’s Perceptions of Translanguaging as a Pedagogical Strategy in Multilingual Classrooms in Universities of Sindh

Abstract

The study examines development of translanguaging through the lens of multilingualism. Teachers use translanguaging as an educational strategy that secures positive results by enhancing cognitive development among students in multilingual educational settings. The research investigates university instructor views about translanguaging practices within multilingual learning environments of Sindh Pakistan given that higher education there displays extensive language heterogeneity. University instructors from multiple academic fields participated in the study which used surveys and semi-structured interviews as data collection methods. The researchers studied how teachers perceived translanguaging while discovering their knowledge about benefits against challenges alongside their practice implementation levels. Research indicates that college instructors acknowledge translanguaging as an effective method to improve student learning but institutional language rules together with insufficient professional training prevent its adoption. Educational professionals demand specialized developmental training to provide teachers with translanguaging methods for effective management of multilingual classrooms. The study adds to current research about language education policies by demonstrating methods through which translanguaging can enhance results for multilingual university students.