Translanguaging, Classroom Participation, and Linguistic Power in Undergraduate ESL Education: Student and Teacher Evidence from Lahore, Pakistan
DOI:
https://doi.org/10.55737/trt/v-vii.362Keywords:
Translanguaging, ESL, Linguistic Power, Multilingual Pedagogy, Classroom Participation, Higher Education, Lahore, PakistanAbstract
This study investigates translanguaging as a pedagogical and sociolinguistic resource for changing participation and power relations in undergraduate English as a Second Language classrooms in Lahore, Pakistan. In multilingual classes, a mixed-method intervention was carried out over 12–16 weeks, with regular access to Urdu, Punjabi and English. This article reports on the post-intervention perception and the classroom-power strand, using questionnaires and open-ended responses from 63 students and 63 teachers, supported by observations and interviews. Descriptive statistics were re-calculated from raw frequencies and qualitative responses were thematically coded. The highest levels of student agreement were recorded for clearer expression of ideas (93.7%), comfort in bilingual classroom use (88.9%), retention of cultural identity (87.3%), and challenging English dominance (85.7%). Teachers strongly agreed that translanguaging empowered students (93.7%), created a more inquisitive environment (87.3%), encouraged participation (85.7%), and broke down language-based hierarchy (82.5%). Qualitative findings also suggested risks of less practice with English, uneven proficiency, and expectations from institutions for English only. The study concludes that planned translanguaging can democratize access and reallocate classroom authority when it has sustained English output, explicit teacher preparation and flexible language policy.
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