Comparing Translanguaging and Traditional Language Instruction: Assessing Outcomes in ESL Classrooms

Abstract

This study compares two ESL classrooms to examine the outcomes of translanguaging and traditional language instruction as pedagogical strategies. In one classroom, translanguaging is used as a teaching method, whereas traditional language instruction (monolingual instruction) is used in the other. Based on Cummins’ Iceberg Theory of Language Acquisition (1999), the study provides insight into the possible advantages of using students' native languages in ESL classroom instruction, as well as its impacts on overall English language performance. A quasi-experimental design was adopted for this study. A sample of 60 students of 10^th class was divided into two groups; experimental group, the class which was taught English using translanguaging technique and controlled group, the class that used the traditional (monolingual) method of teaching English. Both the classes were taught the same course. Data was gathered at the end of the course from the assessment of both classes on the levels of language competence, class participation, and overall performance in the ESL course. The findings showed that, in comparison to their counterparts in the traditional monolingual classroom, students in the translanguaging classroom demonstrated improved language learning and competence, better class participation, and higher overall performance. This research emphasizes how crucial it is for educational institutions to value linguistic diversity. It promotes a more inclusive method of teaching ESL while acknowledging the possible advantages of using students' native languages as a useful instrument for English language learning.