A DESCRIPTION OF THE EFFECTS OF TRANSLANGUAGING ON ENGLISH PRONUNCIATION OF UNDERGRADS

Abstract

The study aims to analyze the effects of translanguaging on the English pronunciation of undergraduates by exploring accuracy or proficiency, analyzing common errors and accent variations arising from translanguaging, and scrutinizing the pedagogical implications of translanguaging in ESL classrooms. The research utilizes a mixed-method approach, accumulating both quantitative and qualitative data from cohort of one hundred undergraduates receiving higher education at public and private Universities in the province of the Punjab. Loud reading exercises’ demonstration in ordinary English sentences are used to examine English language proficiency in light of the impact of translanguaging, questionnaires are employed separately for both students and teachers to evaluate the impact of translanguaging to assess pedagogical settings within ESL classrooms. The findings of this investigation contribute to the comprehension of language acquisition and pedagogical approaches in multilingual contexts, providing insights for educators and the others concerned to acknowledge the role of translanguaging and address the specific communication needs of students in Punjab.