Empowering Multilingual Learners: A Translanguaging Approach to English Language Teaching at Kuwaiti Universities

Abstract

This study investigates the implementation of Translanguaging approaches in English language teaching at Kuwaiti universities to empower multilingual learners. Through qualitative research methods, including interviews and focus group discussions, the experiences, perceptions, and practices of English language educators regarding Translanguaging are explored. The findings reveal varying degrees of experience with Translanguaging practices among educators, with some utilizing Translanguaging regularly in their classrooms while others are less familiar with the concept. Educators express diverse perceptions of Translanguaging, with some viewing it as a valuable pedagogical approach for promoting linguistic diversity and inclusivity, while others express concerns about its potential impact on English language proficiency and standardization. The study highlights the need for targeted professional development initiatives to support educators in enhancing their understanding and implementation of Translanguaging practices. Furthermore, recommendations are provided for curriculum design, instructional strategies, and institutional support to integrate Translanguaging approaches into English language teaching at Kuwaiti universities effectively. By embracing Translanguaging as a pedagogical approach, educators can create inclusive learning environments that value students' linguistic diversity and empower multilingual learners to succeed in their English language learning journey.