Translanguaging in Higher Education: Exploring Interactional Spaces for Meaning-Making in the Multilingual Universities of Pakistan

Autor/inn/en	Panezai, Anila; Channa, Liaquat Ali; Bibi, Bakht
Titel	Translanguaging in Higher Education: Exploring Interactional Spaces for Meaning-Making in the Multilingual Universities of Pakistan
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 4, S.514-527 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panezai, Anila) ORCID (Channa, Liaquat Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2124842
Schlagwörter	Foreign Countries; Higher Education; Multilingualism; Translation; College Faculty; English (Second Language); Language of Instruction; Teaching Methods; Educational Benefits; Student Participation; Teacher Attitudes; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mehrsprachigkeit; Multilingualismus; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten
Abstract	In the multilingual contexts such as Pakistan, English as the only medium of instruction poses challenges for adequate teaching and learning at the university level. Our study aimed to explore teachers' translanguaging practices at the university level. We attempted to understand why teachers translanguaged and how they perceived the impacts of translanguaging in their English medium classrooms. By employing a mixed-methods design, we firstly observed classes and then interviewed teachers. This qualitative phase was followed by a questionnaire survey. Class observations suggested that the practice of translanguaging provided an interactional space to both teachers and students for creating and understanding meaning of their interactions. The analysis of interviews and questionnaire survey confirmed that translanguaging promoted meaningful communication in classes. Teachers believed that they could easily communicate their ideas when they taught by employing translanguaging as a strategy. They held that practicing translanguaging in the class resulted in developing students' interest in lectures too. We discuss pertinent implications in the light of findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01