Teachers’ Experience on Translanguaging in Teaching English: A Narrative Inquiry

Abstract

Translanguaging breaks monolingual ideologies when it comes to teaching English in multicultural nations. Despite the expectation that English classes must be delivered in English only, bilingual or multilingual pedagogies emerged at the forefront of language classes, particularly within contexts of linguistic diversity, such as the Nepalese example, where the constitution provides for many languages besides Nepali. The study explored the experience of English language teachers on translanguaging in this multilingual context. With the narrative inquiry framework, the study employed classroom observation and in-depth interviews to collect data from four secondary-level English language teachers in Chitwan, Nepal. Purposive sampling was used in participant sampling, and thematic data analysis was used to analyze collected data. Ethical concerns were considered throughout the study, wherein participant consent, privacy, and confidentiality were assured. The research findings showed that translanguaging is an effective way to enable language learning so that the students can employ their entire linguistic repertoire for communication and meaning-making. Appreciation of culture is also vital to language learning since the students develop a greater sense of various cultural contexts, enriching their engagement with the target language. The study highlights that translanguaging enables peer learning and cooperation, nurturing an open-classroom atmosphere where learners sustain one another to construct knowledge. Translanguaging, as a process, prepares the learners for citizenship in a world that is getting increasingly global. The study further identifies that examining classroom pedagogy showcases that translanguaging enhances impactful language teaching by establishing a vibrant student centered learning ecosystem. Besides, the research results show that translanguaging benefits classroom dynamics in multilingual classrooms since it authenticates students' language identities and facilitates equal participation. The study also identifies cultural integration and adaptation practices in language classes that enable learners to connect their experiences with languages and their everyday use. The findings demonstrate that translanguaging enhances cognitive flexibility and critical thinking and pushes students to analyze, compare, and synthesize information in and between languages, thus, their global cognitive development. Translanguaging in language teaching has profound implications for Nepal's multilingual setting. By recognizing and accessing students' home languages as part of learning, teachers can make classrooms inclusive, where all learners are respected and valued. Translanguaging can also optimize language learning gain by allowing learners to access available linguistic capacity and continue to build language form and culture awareness. Finally, translanguaging offers a space where learners can attempt to communicate in different manners, which fosters intercultural sensitivity and respect for Nepalese society.