Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Dilshad Ashraf

Department

Institute for Educational Development, Karachi

Abstract

Translanguaging approaches aim to provide opportunities for students to use their entire linguistic repertoire in learning a new language. The present qualitative intervention study examines how translanguaging teaching approaches could help learners (Afghan refugees) with diverse language backgrounds improve their English comprehension skills in a community-based language learning centre in Karachi. The data were gathered in six teaching sessions. Each session was three hours long. The data were collected through semi-structured interviews, reflective logs, and discussions with the language buddy. At the pre-intervention stage, interviews were conducted with the purposively sampled participants who were enrolled in the intermediate level in the English Language Programme in the community-based language learning centre. The data highlighted their struggle to comprehend English content and how they learned English outside the classroom. Moreover, they could not articulate their thoughts because their motivation and confidence were low. The intervention stage had two stages. The first stage included vocabulary introduction through visuals and bilingual glossaries. In the second stage of the intervention, advanced vocabulary with visuals related to the situation was provided for speaking activity; grammar was taught using videos, and bilingual glossaries were used. During both the intervention stages, I took assistance from a language buddy who was proficient in the native language (Dari) of my research participants. The findings revealed improvement as the participants appeared more motivated and confident in speaking and writing sentences and using new vocabulary. They were able to express their views without any hesitation. Finally, in the post-intervention stage, I interviewed the learners and had a reflection with the language buddy. The analysis of this data highlighted that the students acquired an expanded vocabulary and could construct new sentences; English language learning was not affected, but it was facilitated. The students appreciated the use of their native language and expressed their satisfaction. 
Furthermore, the translanguaging approach boosted their motivation and confidence and empowered multilingual learners. Based on the study findings, I recommend that language teachers use the translanguaging approach to teach language to beginner and intermediate learners of multilingual contexts. I also recommend that professional development programmes should equip English language teachers with translanguaging teaching approaches and there should be a multilingual policy to cater to their language needs.

First Page

1

Last Page

113

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