FROM MOTHER TONGUE TO MULTILINGUAL RESOURCE: TRANSLANGUAGING IN ENGLISH LANGUAGE TEACHING

International Journal of Computer Science (IJCS) Published by SK Research Group of Companies (SKRGC)

Abstract

English Language Teaching (ELT) has traditionally been influenced by approaches that emphasise maximum exposure to English and one among them is translanguaging. Translanguaging has emerged as an important pedagogical concept that views learners’ entire linguistic repertoire as a resource for meaning-making, learning, interaction, and identity formation. Rather than treating the mother tongue as an obstacle to English language development, translanguaging allows learners to strategically draw upon multiple languages while engaging with English. This article examines the pedagogical significance of translanguaging in English Language Teaching, particularly in multilingual educational contexts such as India. It discusses the theoretical foundations of translanguaging, its potential contribution to comprehension, vocabulary development, speaking confidence, learner participation, and academic achievement, as well as the challenges associated with its classroom implementation. The article argues that a carefully planned translanguaging pedagogy can create more inclusive, participatory, and learner-centred English classrooms.

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Keywords

Translanguaging, English Language Teaching, multilingualism, mother tongue, L2 learners, linguistic repertoire, language pedagogy