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

Article Information

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

Authors: Dr. Rubina Masum, Romela Zaynab, Kishwer Nazli

Journal: Journal for Social Science Archives

HEC Recognition History

Category	From	To
Y	2024-10-01	2025-12-31

Publisher: Data-Driven Education Research

Country: Pakistan

Year: 2025

Volume: 3

Issue: 1

Language: English

Keywords: Translanguagingmultilingual classroomsuniversity teacherslanguage pedagogySindhhigher education

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.

Disclaimer: The following sections are produced through an intensive multi-stage analytical pipeline developed by DefinePK, utilizing advanced natural-language processing, domain-specific knowledge models, and automated cross-referencing systems. Despite the rigor and computational effort involved, the generated summary may still contain inaccuracies or incomplete interpretations. Users are strongly advised to verify all critical information against the original paper and its authoritative sources.

Research Objective

To investigate university instructor views about translanguaging practices within multilingual learning environments of Sindh, Pakistan, examining their knowledge, perceived benefits, challenges, and implementation levels.

Methodology

Qualitative research method using phenomenology design. Data collection involved semi-structured interviews and classroom observation sessions with 15 purposively sampled university instructors from public and private institutions across multiple academic fields in Sindh. Data analysis utilized thematic analysis.

Methodology Flowchart

                        graph TD; A[Identify Research Need in Sindh Multilingual Context] --> B[Qualitative Study Design: Phenomenology]; B --> C[Purposive Sampling of 15 University Instructors]; C --> D[Data Collection: Semi-Structured Interviews]; D --> E[Data Collection: Classroom Observations]; E --> F[Thematic Analysis Braun & Clarke]; F --> G[Identify Themes: Facilitation, Conflict, Challenges, Performance]; G --> H[Interpretation and Conclusion]; H --> I[Recommendations for Policy and Training];

Discussion

Teachers acknowledge translanguaging's positive impact on pedagogy and inclusion, but its practical application is constrained by institutional restrictions (English-only policies) and ideological barriers. The study highlights the need for specialized developmental training for teachers and policy amendments to legitimize translanguaging as a strategic resource for conceptual clarity without compromising target language proficiency.

Key Findings

1. Translanguaging is perceived as a facilitative teaching strategy that creates better understanding conditions (80% of participants confirmed this) and enhances student engagement by allowing the use of full linguistic capacity (Sindhi, Urdu, English).
2. Conflicting perspectives exist: while many see benefits, 40% expressed skepticism regarding its impact on English language proficiency and feared it might restrict students from achieving academic proficiency in English.
3. Key challenges include institutional policies favoring English-only instruction, resistance from colleagues/administrators, lack of proper training in translanguaging pedagogy, and student over-reliance on native languages.
4. Translanguaging showed positive results in enhanced student involvement and improved participation/confidence in idea-sharing.

Conclusion

University teachers in Sindh recognize translanguaging as beneficial for student understanding and engagement in multilingual classrooms. However, institutional policies promoting English-only instruction and insufficient teacher training are major barriers preventing its effective adoption. Policy reform and targeted professional development are necessary to fully integrate translanguaging as an effective pedagogical practice in Sindh's higher education.

Fact Check

1. The study was published in Volume 3, Number 1, 2025 of the Journal for Social Science Archives.
2. The research involved 15 university instructors.
3. The study utilized semi-structured interviews and classroom observation sessions for data collection.

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