Practising Translanguaging Strategies: An Application of Linguistic Diversity in ELT Classrooms

Abstract

This study introduces a trending phenomenon for Second Language Learners. The practice of translanguaging strategies in ELT classrooms is crucial to maintaining linguistic diversity and the smooth flow of the learning process. The study focuses on bringing linguistic diversity to BS English-level students to make their writing process smooth, influential and meaning-making. A pre-test based on academics was conducted without permission to use any word from the native language. Still, during the post-test, BS English students were allowed to use three translanguaging strategies Garcia (2017) introduced: code-switching, transliteration and multimodal. The results obtained from thirty students were classified as quantitative and calculated through SPSS, and for qualitative, NVivo was utilized. The data was obtained twice in a three-hour class each time. The data was scrutinized for which type of strategy of translanguaging is frequently used by BS English students and to what extent students prefer to use translanguaging strategies while documenting a script. The study signifies that translanguaging provides linguistic diversity and helps students promote the integration of multiple languages in English Language Teaching (ELT) Classrooms. The findings align with Kachru's 91996) model of World Englishes. The study suggests focusing on particular translanguaging strategies where students face issues so that problems in writing in English may be resolved at the BS level.