TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN THE EFL CLASSROOM

Abstract

English Language Teaching (ELT) in multilingual societies has long been influenced by monolingual ideologies, particularly the assumption that exclusive exposure to English leads to more effective language learning. However, recent research challenges this belief, demonstrating that English-only instruction often limits student participation, reduces comprehension, and increases anxiety among learners (Tian & Macaro, 2012). In multilingual countries like Pakistan, students naturally move between English, Urdu, and regional languages such as Sindhi, Punjabi, Pashto, and Seraiki in their daily lives. Despite this reality, classroom practices frequently discourage the use of these languages, creating a disconnect between instructional policies and learners’ lived linguistic experiences (Ahmad & Rao, 2013). This study investigates the role of translanguaging as a pedagogical strategy in the EFL classroom, with a particular focus on student engagement and English language development. A quantitative research design is adopted, and data is collected from 60 BS English students through simple random sampling. A structured questionnaire is administered to investigate role of translanguaging as pedagogical approach in EFL classroom. The findings, suggest, that a majority of students perceive translanguaging as beneficial for understanding complex concepts, increasing classroom participation, and enhancing confidence in English use. Students frequently reported improved interaction with peers and greater willingness to engage in classroom activities when allowed to use their linguistic resources.