Between Code and Culture: Is Translanguaging a Disruption or a Bridge in ESL?

Abstract:

The use of translanguaging or also known as the strategic shifting between two or more languages has sparked ongoing debate in English as a Second Language (ESL) classrooms. While some educators discourage its use in favour of full language immersion, others recognise its potential in supporting students with low English proficiency. This study investigates students’ perceptions of translanguaging and explores the benefits ESL teachers associate with its implementation in the language learning process. Fifty secondary school students and two teachers from two schools in the Serian Division of Sarawak participated in the study. English was promoted as the primary medium of instruction with limited encouragement for translanguaging. A mixed-method approach was used for data collection. Data were collected through questionnaires and semi-structured interviews with the two ESL teachers to capture their perspectives on the roles and values of translanguaging in classroom practice. Findings indicate that translanguaging practices positively influenced students’ ESL development. Teachers reported using translanguaging to explain grammar rules, enhance comprehension of classroom activities, and motivate student participation, especially among learners with lower proficiency levels. The study underscores the pragmatic benefits of translanguaging as a scaffolding tool in multilingual ESL classrooms. It suggests that translanguaging can facilitate deeper understanding and learner engagement when applied judiciously rather than hindering learning. It serves as an effective pedagogical strategy for supporting low-proficiency ESL students. Recognising its value may help educators create more inclusive and linguistically responsive learning environments. Future research should examine the long-term impact of translanguaging on learners’ overall language proficiency and academic performance across different educational contexts.

Keywords:

Translanguaging, Perceptions, Students, Teachers, ESL Classrooms, English Only Policy, Low English Proficiency, Sarawak Education.

Citation: Caesar Dealwis, Sheela Faizura Nik Fauzi, Aiman Zulaikha Mohd Fadzli and Abdul Azim Mahda (2025). Between Code and Culture: Is Translanguaging a Disruption or a Bridge in ESL? Horizon J. Hum. Soc. Sci. Res. 7 (1), 75–85. https://doi.org/10.37534/bp.jhssr.2025.v7.n1.id1301.p75