Translanguaging in tertiary language classrooms: A study of English and Bengali departments at a public university in Bangladesh

Abstract

This study explores students’ and teachers’ perceptions and experiences of translanguaging practices in English and Bengali teaching classrooms at a large public university in Bangladesh. Qualitative research has been conducted to collect data which included classroom observations, focus group interviews with students and a semi-structured face-to-face interview with teachers. Following Braun and Clarke's framework, data was analysed thematically, in order to determine repeated patterns of language use, participation and learning impacts. Based on the findings, it can be said that translanguaging is perceived to support developing English language proficiency and enhancing student engagement and confidence, by supporting grammatical clarification, lexical knowledge and idea formulation. Along with English, Bengali was used, and the majority of the students were engaged and then felt confident, especially at the time of peer interaction and problem-solving activities, which is found by the classroom observation and interview data. Moreover, most of the students stated that they felt less anxious and more motivated to participate. However, the study finds several challenges as well, such as monolingual policy, lack of formal teacher training in translanguaging pedagogy and peer judgment related to the use of Bengali in English classrooms. The study reveals that translanguaging can create an inclusive learning environment where students feel more encouraged to participate in classroom activities, comprehend the topics clearly and increase their confidence, in tertiary-level English language classrooms. In the context of Bangladeshi higher education, translanguaging which is complemented by teacher preparation and structural flexibility, can lead to successful multilingual education, which is suggested by the findings.