DefinePK

Abstract

The effectiveness of Translanguaging in graduate-level English language instruction is examined in this study, with particular attention to the effects of gender, location, and resource accessibility. According to the study, students, particularly those in rural areas, generally support Translanguaging —the practice of combining their first language (L1) with English (L2)—because it boosts engagement, lowers language anxiety, and enhances comprehension. It was challenging to balance the use of L1 and L2, and rural students—especially female students—was less inclined to finish bilingual writing assignments. The majority of teachers employed code-switching and translation strategies, underscoring the need for more bilingual resources and professional development, especially in rural areas. The majority of teachers employed code-switching and translation strategies, underscoring the need for more bilingual resources and professional development, especially in rural areas. Students' perceptions of Translanguaging were greatly influenced by gender and geography, with rural female students benefiting the most when tackling difficult academic content. . On the other hand, because multilingual resources were more easily accessible to urban students, especially women, Translanguaging was preferred. To successfully apply Translanguaging, the study suggests context-sensitive teaching techniques like group projects, scaffold writing assignments, and structured feedback. It also highlights how crucial gender-sensitive instruction, fair access to bilingual resources, and interactive technology are for encouraging self-directed learning. . To evaluate the effect of Translanguaging on the proficiency of ESL learners, a mixed-method approach was used, combining quantitative data (Likert scale surveys) and qualitative data (interviews and observations). Students' self-reported proficiency levels were revealed by the quantitative data and the contextual application of Translanguaging was investigated with the aid of the qualitative data.