Investigating the Impacts of Translanguaging Practices in Promoting Bilingualism among English Language Learners

Abstract

This study investigates the impact of translanguaging practices in fostering bilingualism among English Language Learners (ELLs). Translanguaging, a dynamic pedagogical approach, has gained prominence in bilingual education, enabling fluid language use and enhancing comprehension among learners. Despite its potential benefits, challenges such as resource limitations, teacher resistance, and restrictive institutional policies hinder its effective implementation. A total of 150 participants were selected from SZABIST Primary & Secondary Schools and IBA Community Schools in Larkano, Sindh. The study employed a cross-sectional survey design for data collection, with quantitative analysis conducted using SPSS. Findings reveal that translanguaging significantly enhances students' comprehension and vocabulary development by allowing them to integrate their native languages alongside English. However, institutional constraints and inadequate teacher preparedness limit its widespread adoption. To maximize the benefits of translanguaging, the study emphasizes the need for tailored teacher training programs, supportive institutional policies, and increased access to bilingual learning materials.