Translanguaging in multilingual university classrooms: Effects on students’ language skills and perceptions

ABSTRACT

This study examined how two Translanguaging (TL) modes impact multilingual students’ English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental groups, one being a student-led TL group and the other a teacher-led TL group. This study employed a mixed-methods design to gather data through tests, questionnaires, and semi-structured interviews. Statistical analysis revealed significant improvements in language skills for the experimental groups. However, no significant differences were found between the two experimental groups in speaking, reading, and writing skills. The study showed that translanguaging was not viewed as a hindrance to language learning or as indicative of linguistic inadequacy. Participants used translanguaging to support their classmates with lower proficiency by translating, paraphrasing, and comparing words. They also used it for note-taking and brainstorming. Students’ attitudes toward the use of translanguaging by the teacher were positive. This study provides valuable insights into the effectiveness and perceptions of translanguaging pedagogy among multilingual students.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author’s contributions

The author contributed to all parts of the manuscript.

Consent to participate/publication

Informed consent was obtained from all individual participants included in the study.

Data availability statement

Data and materials are available on request.

Ethics approval

Participation was voluntary. All ethical standards were applied. Participants had to read and agree to an informed consent form before participating in the study. This is explained in detail the aims of the study, the procedure of the study, their own rights (e.g., to terminate the study at any time without consequences), the anonymity of the data, and contact information where they could ask questions at any time and where they could also withdraw their data.

Additional information

Notes on contributors

Amira Desouky Ali

Amira Desouky Ali is an associate professor and the head of the English department at Faculty of Languages, Sadat Academy in Egypt. She is a holder of PhD in TEFL. Her interests include teaching the language skills and integrating technology in teaching.