Translanguaging: Connecting Diverse Perspectives in Higher Education

Abstract

This study examines the use of translanguaging techniques in the classroom from the perspectives of both teachers and students. This study investigates opinions regarding using several languages, especially Urdu and English, in educational settings, using surveys given to professors and students in an English department. Students have a positive attitude towards translanguaging because they think it improves understanding and makes learning more productive. They believe it is effective for their academic growth when teachers use their native language and English. Translanguaging connects diverse perspectives through multilingual repertoires; in higher education, it breaks down barriers based on language so that teachers and students can use their native tongues to communicate and comprehend difficult ideas. This promotes diverse perspectives in higher education by valuing people's multilingual abilities. It breaks down linguistic barriers so teachers and students can use their linguistic backgrounds to explain complicated ideas. This method deepens comprehension and expands perspectives in scholarly conversation. This inclusive approach promotes respect and belonging in academic communities by valuing linguistic diversity.