ENGLISH LANGUAGE TEACHERS’ ATTITUDES TOWARDS TRANSLANGUAGING IN SECONDARY LEVEL ESL CLASSROOMS AT MIANWALI

Abstract

The teaching of English language in Pakistan takes place in a multilingual environment, yet official language policies favour a monolingual, English-only approach. Translanguaging emerges as an approach that does not see learners’ first languages as a hindrance but an asset to the acquisition of a second language (English). In this study, the attitudes of secondary-level English Language Teachers (ELTs) towards translanguaging were explored, alongside their beliefs, and the challenges they faced. 106 ELTs from public and private schools participated in the study who were selected via random stratified sampling. The data for this mixed-methods study was collected through questionnaires and semi-structured interviews. The data for this study was analyzed using SPSS and was interpreted through the theoretical framework of translanguaging. A significant majority of ELTs agreed that the integration of learners’ first languages helped in the comprehension of English grammar, increased retention of vocabulary and reduced student anxiety while also bolstering their participation in the ESL classroom. However, teachers reported working in a “climate of fear” owing to stern linguistic “policing” from school administrators, particularly in private educational institutes. ELTs also reported that the current teacher training programs did not prepare them to teach English in a multilingual ESL classroom. This study concluded that translanguaging serves as an important, albeit covert, means to enhance the proficiency of the English language among secondary-level English Language Learners (ELLs). This study recommends that the use of multilingual resources should be allowed and encouraged by the School Education Department (SED) in ESL classrooms.