Cultivating Joy through Translanguaging Pedagogy: Inclusion and Justice in Multilingual Classrooms in Pakistan

Abstract

Abstract Using a qualitative multiple-case study design, this study examines how joy-centred translanguaging pedagogy promotes inclusion and justice in multilingual ESL classrooms in Pakistan. Grounded in the framework of translanguaging space, the study draws on classroom observations and semi-structured interviews with 2 teachers and 4 students. The analysis focuses on linguistic belonging, participation, language hierarchies, and student voice. Findings indicate that translanguaging supports identity validation and engagement; however, its effectiveness depends significantly on teachers’ affective and relational practices. Classrooms characterized by empathy, respect, and supportive feedback enabled greater student participation and a stronger sense of belonging. The study concludes that inclusion and justice emerge through the intersection of translanguaging practices and positive classroom relationships, positioning joy as central to equitable multilingual pedagogy.