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


  • Dr. Nazish Andleeb Lecturer, Department of Education, University of Gujrat, Punjab, Pakistan
  • Dr. Afsheen Salahuddin Adjunct faculty in English, Lahore University of Management Sciences, Punjab, Pakistan
  • Dr. Fouzia Ajmal Assistant Professor, Department of Education, International Islamic University Islamabad, Pakistan




Linguistic Repertoire, Metalinguistic Awareness, Multilingual Education, Translanguaging


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.





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How to Cite

Andleeb, N., Salahuddin, A., & Ajmal, F. (2024). Teachers’ Perceptions of Translanguaging as a Pedagogical Tool in Multilingual Education. Annals of Human and Social Sciences, 5(1), 48–54. https://doi.org/10.35484/ahss.2024(5-I)05