Investigating Translanguaging Practices in Undergraduate English Classrooms in a Pakistani University

Abstract

The study explores translanguaging practices in compulsory undergraduate English classes at a public university in Karachi, Pakistan, by examining classroom observations and short post‑observation interviews with five English teachers. Using a non‑participant observational design and thematic analysis, six themes emerged: (1) Urdu as a tool for comprehension; (2) Urdu for comfort, motivation, and classroom rapport; (3) students’ linguistic background and educational inequality; (4) cultural and national identity justification; (5) translanguaging as a pedagogical strategy versus ideological objection; and (6) teachers’ expectations of student reactions shaping language choices. Findings indicate that teachers deliberately use Urdu to scaffold difficult content, reduce student anxiety, build rapport, and bridge gaps from unequal prior education, while some express concerns that excessive L1 use may impede English acquisition. The study concludes that translanguaging functions as a culturally sensitive, pragmatic classroom strategy whose effectiveness depends on instructional aims, teacher beliefs, and student proficiency. Implications include recommending curricular guidance and flexible language policies that permit principled L1 use to promote equity and comprehension. Limitations are the small sample and single‑institution scope, restricting generalizability; further research across diverse Pakistani universities is suggested.