TRANSLANGUAGING IN ENGLISH FOR ACADEMIC PURPOSES LASSROOMS: AN APPLIED LINGUISTIC ANALYSIS

Abstract

English for Academic Purposes (EAP) classrooms are increasingly characterized by multilingual student populations. In such contexts, learners often draw on their full linguistic repertoires to support academic communication and meaning-making. A number of studies are available on translanguaging but a limited study is available on translanguaging in English for academic purposes classrooms. Thereby, the current study adopts a qualitative discourse-analytic approach. The classroom interactions were examined to identify the forms, functions, and pedagogical positioning of translanguaging. The findings of the study reveal that translanguaging serves as a strategic resource for clarifying disciplinary concepts, facilitating participation, and supporting academic meaning-making. It also emerges as a pedagogically relevant practice embedded within classroom interaction rather than a peripheral or compensatory strategy. The study highlights the importance of recognizing multilingual resources in EAP pedagogy and contributes to ongoing discussions on academic literacy and multilingualism in higher education.