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

Abstract

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.