TRANSLANGUAGING IN HIGHER EDUCATION CLASSROOMS: PERSPECTIVES FROM THE MA LT PROGRAMME, WIUT
https://doi.org/10.5281/zenodo.15527865
Kalit so‘zlar
translanguaging, bilingual education, higher education, language policy, multilingualismAnnotasiya
This study examines the role of translanguaging in the MA LT programme at WIUT, focusing on its impact on rapport-building, feedback practices, and knowledge construction from teachers’ and students’ perspectives. Using a qualitative case study design, data was collected via questionnaires (N=59), interviews (N=6 teachers, N=5 students), and a focus group discussion (N=4 students). Findings reveal that translanguaging fosters inclusivity and comprehension but risks over-reliance on L1 and cultural exclusivity. Recommendations include context-aware policies and multilingual resources to balance linguistic flexibility with academic rigor. The study highlights the need for strategic implementation to optimize translanguaging’s benefits in higher education.
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