The Power of Translanguaging: Theoretical Insights and Empirical Evidence on Language Acquisition and Social-Emotional Learning

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Detalles Bibliográficos
Publicado en:	Australian Journal of Applied Linguistics vol. 8, no. 1 (2025)
Autor principal:	Sangeetha, S
Otros Autores:	Sridhivya, D
Publicado:	Castledown Publishers
Materias:	India Code Switching (Language) Social Emotional Learning Educational Principles Native Language Second Language Learning Language Usage Rural Colleges Transformative Learning English (Second Language) Second Language Instruction Metacognition Cultural Awareness Barriers Pedagogical Content Knowledge Inclusion Classroom Communication Likert Scales Foreign Countries Females Single Sex Colleges Educational Benefits Multilingualism
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
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Descripción
Resumen:	Translanguaging, the dynamic use of multiple languages, offers a transformative approach to English Language Teaching (ELT) in multilingual classrooms. This study explores the impact of translanguaging on language acquisition and social-emotional learning (SEL) among multilingual learners. Seventy-five participants from rural colleges in Salem district, Tamil Nadu, were selected for the study. Using a quasi-experimental research design, participants engaged in translanguaging activities integrated with SEL principles. Data were collected through surveys comprising Likert-scale items and open-ended questions. The results demonstrated significant improvements in vocabulary acquisition, self-expression, and overall English proficiency. Additionally, translanguaging enhanced SEL competencies, including self-awareness, emotional management, cultural appreciation, and collaboration skills. Despite challenges such as limited teacher training and resistance from monolingual-dominant systems, the findings affirm translanguaging's potential to create inclusive and empowering learning environments. The study recommends further research to develop scalable strategies for implementing translanguaging in diverse educational settings.
Fuente:	ERIC