Teachers’ Perceptions of Translanguaging as a Pedagogical Tool in Multilingual Education

Abstract

This research main objective of this study is to examine the use of translanguaging as a pedagogical tool in classrooms with multiculturalism. Translanguaging is the practice of utilizing a student's full linguistic repertoire, including their native language and other languages they may know, to facilitate learning and communication in the classroom. The study explores the effectiveness of translanguaging in promoting equitable and inclusive education for multilingual students and fostering a positive learning environment for all students. The research utilizes a mixed-methods approach, including qualitative observations and interviews with teachers and students, as well as quantitative data analysis to measure academic outcomes. The findings indicate that the use of translanguaging positively impacts student learning and engagement, improves student-teacher relationships, and promotes a sense of belonging for multilingual students. The study suggests that the implementation of translanguaging in classrooms with multiculturalism can lead to more inclusive and effective education for all students.