Aug 2026· Journal of Arts and Linguistics Studies· 0 citations· 8 references
Abstract
The debate between monolingual English-medium instruction (EMI) and multilingual pedagogy has gained increasing attention in multilingual societies, where English functions as a global lingua franca. At the same time, local languages hold cultural and cognitive value. This study examines students' perspectives on English-medium and multilingual instruction through a qualitative, praxis-oriented investigation conducted at Pak-Turk Marif International School and The City School, Hyderabad, Pakistan. Data were collected through semi-structured interviews and reflective written responses from ESL students (n = 10). Guided by a praxis framework and informed by translingual theory and critical pedagogy, the study moves from identifying a classroom-based issue to generating contextual evidence, analyzing student responses, and reflecting on pedagogical implications. The data were analyzed using reflexive thematic analysis, which allowed key patterns to emerge from the students' experiences. The findings reveal a clear preference for multilingual pedagogy, with ( n=7) participants favoring the use of multiple languages to enhance comprehension, inclusivity, and engagement. In contrast,(n=3) respondents supported EMI, primarily for reasons of consistency and English language development. Importantly, even among EMI supporters, English was viewed as an instrumental resource rather than an inherently superior medium of cognition. The study demonstrates that multilingual pedagogical practices better align with students’ learning needs and socio-cultural contexts. The study argues for flexible, context-sensitive language practices that integrate English without marginalizing local languages. It also opens new gates for future research.
Translanguaging is an approach in education that allows students to use their entire linguistic resources in the classroom to understand content and support learning. Research in the field acknowledges translanguaging as an effective approach in multilingual education. This current research analyzed the impact of translanguaging pedagogy on students’ comprehension, classroom participation, and academic performance. Additionally, it analyzed the relationship between translanguaging practices and instructional strategies. Drawing on Sociocultural Theory, Cummins’ Interdependence Hypothesis, and Cognitive Load Theory, this quantitative correlational study gathered data from 241 college students through convenience sampling. The survey questionnaire, adapted from Eslit (2025), served as the data gathering tool. For data analysis, descriptive statistics, simple linear regression, and Pearson product-moment correlation were employed. Findings indicated that translanguaging strategies are a significant predictor of students’ comprehension (R² = .769, β = .877, p < .001), classroom participation (R² = .636, β = .798, p < .001), and academic performance (R² = .851, β = .923, p < .001). The greatest effect was found on academic performance. In addition, a significant positive correlation was observed between translanguaging practices and instructional strategies (r = .873, p < .001). The results indicate that translanguaging can lead to better comprehension, active participation, and better academic performance when learners are allowed to employ their full linguistic repertoire through translanguaging. The study offers empirical evidence for the adoption of translanguaging in higher education and highlights its potential as a participatory and empowering pedagogical approach in multilingual university classrooms.
N. Manalo· International Journal For Mu...· 0 citations
Grounded in English as a lingua franca theory, this study re-examines English-medium instruction (EMI) in Indonesian higher education from a multilingual perspective.
Using a rapid ethnographic approach, classroom observations and interviews were conducted with 12 EMI lecturers across three accredited universities.
The findings reveal that lecturers strategically integrated Bahasa Indonesia, Javanese, Arabic, Thai, Malay and Latin alongside English through practices such as code-switching, translanguaging and lexical borrowing. These multilingual practices enhanced learning, promoted student engagement and reflected cultural and religious identities.
The study proposes reconceptualizing EMI as multilingualism with EMI, positioning English as one resource within a dynamic multilingual ecology rather than the sole language of instruction.
Nizamuddin Sadiq· Journal of Applied Research...· 0 citations
As globalisation increasingly impacts languages, scholars have advocated for universal, standardised approaches. However, language practitioners adapt these frameworks to their local contexts, often diverging from global prescriptions. This study investigates the effectiveness of a glocalised language lesson by analysing responses from preparatory school students at a state university in Türkiye. The study examines students’ attitudes towards glocalised lesson design, involving a total of 212 language learners (108 English and 104 Arabic preparatory students). It also compares the reaction of English and Arabic students to the glocalised lesson material. Learner impressions were gathered through a questionnaire and semi-structured interviews. The findings show that glocalised lesson materials enhance learner engagement, with learners valuing culturally relevant content and benefiting from diverse, culturally-rich lessons. The results suggest that English learners (ELs) thrive in student-centred, intercultural environments, indicating readiness for more autonomous and collaborative learning frameworks. Instructors should consider differentiating materials and pacing, incorporating more peer scaffolding, and gradually expanding exposure to intercultural content for Arabic learners (ALs) to support both linguistic development and intercultural competence. This study highlights the importance of shifting our perspectives to consider language learners’ global and local needs in flexible, adaptable educational contexts, potentially providing valuable insights into understanding learner needs and developing more effective teaching methods.
Vildan İnci Kavak, Mohamed Abdelrehem· Cumhuriyet International Jou...· 0 citations
This study investigates translanguaging as a pedagogical and sociolinguistic resource for changing participation and power relations in undergraduate English as a Second Language classrooms in Lahore, Pakistan. In multilingual classes, a mixed-method intervention was carried out over 12–16 weeks, with regular access to Urdu, Punjabi and English. This article reports on the post-intervention perception and the classroom-power strand, using questionnaires and open-ended responses from 63 students and 63 teachers, supported by observations and interviews. Descriptive statistics were re-calculated from raw frequencies and qualitative responses were thematically coded. The highest levels of student agreement were recorded for clearer expression of ideas (93.7%), comfort in bilingual classroom use (88.9%), retention of cultural identity (87.3%), and challenging English dominance (85.7%). Teachers strongly agreed that translanguaging empowered students (93.7%), created a more inquisitive environment (87.3%), encouraged participation (85.7%), and broke down language-based hierarchy (82.5%). Qualitative findings also suggested risks of less practice with English, uneven proficiency, and expectations from institutions for English only. The study concludes that planned translanguaging can democratize access and reallocate classroom authority when it has sustained English output, explicit teacher preparation and flexible language policy.
Marzzia Fatima, Arshad Ali Khan· The Regional Tribune· 0 citations
Translanguaging offers multilingual learners opportunities to use their linguistic repertoires for understanding, interaction, and English-language learning. However, evidence concerning its implementation and effectiveness in Thai primary education remains limited, particularly in classrooms where learners use languages beyond English and Thai. This study investigated how translanguaging was implemented in Thai primary English classrooms and examined the extent to which it supported multilingual learners’ comprehension, participation, and English-language development. A qualitative descriptive design was employed with nine English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and field notes, and were analyzed using deductive and inductive coding followed by thematic analysis and cross-participant comparison. The findings showed that teachers used English for vocabulary modelling, pronunciation, interaction, and final language production, while Thai functioned as a scaffold for explaining concepts, clarifying instructions, checking comprehension, and managing classroom interaction. Students also initiated translanguaging during peer discussion, vocabulary checking, and preparation for English responses. Home and community languages were included less systematically because of limited teacher proficiency and multilingual resources. Translanguaging provided its strongest support for comprehension and participation by linking English content with prior knowledge, reducing anxiety, and enabling meaning-making. Its contribution to English development was conditional on purposeful sequencing, multimodal support, clear English-output requirements, and the gradual reduction of first-language assistance. The study concludes that planned translanguaging can promote inclusive English learning, but excessive reliance on Thai may restrict meaningful English exposure. Teacher education, multilingual materials, and context-sensitive assessment are essential for effective implementation in Thai primary schools.
Jemima Mai, Pam Akemi Marie, Sarlinda Sarlinda· Journal of Language Studies...· 0 citations
English-medium instruction (EMI) has expanded across Bangladeshi higher education as a marker of academic quality, internationalisation, and graduate employability. Yet the institutional promotion of English does not necessarily translate into sustained English-medium classroom interaction or improved opportunities for students’ language development. This qualitative multiple-case study examines how EMI is interpreted, negotiated, and enacted across three private universities in Bangladesh. Data were generated through semi-structured interviews with six teachers of content-oriented English-department courses and 18 final-year undergraduate students, three student focus-group discussions, and three classroom observations. The dataset was analysed using reflexive thematic analysis, supported by iterative coding, memo writing, within-case analysis, and cross-case comparison. Findings indicate that EMI functioned less as a stable English-only instructional model than as a negotiated bilingual practice shaped by uneven English proficiency, time constraints, and institutional expectations. Teachers used Bangla to clarify difficult concepts, sustain interaction, and support comprehension, while students valued English for its academic and professional benefits but often experienced English-only instruction as limiting confidence, participation, and access to disciplinary knowledge. Bilingual mediation, however, rarely formed part of a systematic approach to academic-English development. The central tension therefore lies not simply in teachers’ departure from English-only instruction, but in universities’ expectation that EMI will deliver both disciplinary learning and English proficiency without adequate linguistic, pedagogical, and assessment support. Conceptualising this tension as the EMI institutional promise–practice paradox, the study argues for a linguistically responsive model that combines planned bilingual scaffolding, explicit disciplinary-language development, language-sensitive assessment, and sustained teacher support. By showing how bilingual mediation both sustains and complicates EMI, the study contributes to debates on multilingual pedagogy, linguistic equity, and institutional responsibility in multilingual higher education.
Sultana Jahan· ICRRD Quality Index Research...· 0 citations