Role of a Barrier or a Bridge: Translanguaging Pedagogy to Expand Vocabulary and Memory of ESL Learners

Abstract

Translanguaging pedagogy has earned the fame of a highly approved and flexible approach in learning as well teaching realm. This article was about exploring the productive or unproductive role of translanguaging pedagogy to expand vocabulary knowledge and memory of ESL learners. Male undergraduates enrolled in Associate Degree Program during the session 2021-2023 at the public colleges of district Rahim Yar khan were the population of that study. Cluster random sampling was used to select 426 students. A questionnaire designed by the researcher was utilized to record the responses of the selected students about positive and negative effects of translanguaging pedagogy on vocabulary and memory enhancement. The findings of descriptive statistics showed that translanguaging pedagogy works more as a barrier for vocabulary knowledge rather than a facilitating tool for ESL learner. As far as development of memory was concerned, this pedagogical approach carried both efficient and inefficient effects for refining the memory of ESL learners. Moreover, its efficiency for memory could be improved by its vigilant manipulation in teaching context.