THE ROLE OF TRANSLANGUAGING NARRATIVES IN SECOND-LANGUAGE LEARNERS’ SELF-PERCEPTIONS AND MOTIVATION

Abstract

The present study examines how translanguaging narratives affect the self-conceptions, motivation, and agency of second language learners in multilingual learning environments. Understanding that conventional monolingual pedagogical strategies tend to exclude a learner in terms of the linguistic assets that the learner possesses. The method used for this research is  qualitative method to understand how the concept of multilingual storytelling can help a learner to express identity, emotion, and aspiration. The results show that the translation of narratives contributes to identity building by enabling learners to regain linguistic legitimacy, bargain changing selves and articulate multifaceted emotional experiences, thus, improving personal perceptions and self-confidence. Moreover, the practice of translanguaging was reported to enhance intrinsic motivation, promote the sense of agency, and facilitate the visualization of the multilingual ideal selves, weaving the current competencies with the desirable language aspirations. The study further illustrates that translanguaging is not only a language strategy, but a multi-dimensional tool of pedagogy and sociocultural instruction which empowers, authenticates multi-lingual identities, and promotes holistic involvement in language acquisition in learners. Some of the implications are the encouragement of inclusive, learner-centered classroom activities embracing multilingual storytelling and reflexive language use. Future researchers can do researches on how to bring about motivation, identity affirmation, and emotional well-being in the multilingual setting.