TRANSLANGUAGING: ATTITUDES AND LEARNING EXPERIENCES AT UNDERGRADUATE LEVEL AT THE DEPARTMENT OF ENGLISH, KOHAT UNIVERSITY OF SCIENCE AND TECHNOLOGY

Abstract

For an exceptionally long time, teachers and scholars considered monolingualism to be a crucial tool. But the emergence of translanguaging broke the stereotype of teachers and scholars as it turned out to be a magical tool in learning a second language. It has become an essential tool in a globalized world. The aim of the study was to investigate the attitudes and learning experiences of undergraduate students of Department of English at Kohat University of Science and Technology. Based on Nambisan (2014) theory, it discussed how translanguaging serves as a facilitating factor and contributes to learners’ overall improvement. By using a quantitative research design, data were collected through structured questionnaire from three hundred (300) undergraduate participants of Department of English and analyzed statistically. Data was presented in the form of frequency and percentages. The major findings of the study reveal that translanguaging has a positive impact on students and their learning experiences. Majority of participants agreed with almost all the statements present in the questionnaire. Key facilitating factors due to the use of translanguaging include confidence, class engagement, effective task completion and contribution to positive academic performance. However, very few participants held negative responses towards translanguaging, but the majority agreed with the use of translanguaging within a multilingual classroom. The study also recommends comparative studies of different provinces, departments, and universities along with mixed methods or qualitative methods for broader understanding.