Translanguaging in Pakistani Higher Education: A Neglected Perspective!

Abstract

This study aimed to explore avenues to use translanguaging in Pakistani higher education. Data for this study were collected from the natives of Gilgit-Baltistan, especially from students and teachers, and most of the respondents were either university teachers or students. The researchers developed a questionnaire on Google forms containing both qualitative and quantitative statements and questions, later on, it was used to collect the data for the present study. The questionnaire was disseminated among the participants through emails and social media platforms, and in total the researchers received 324 responses. The findings of the study reveal that in a number of universities in the country, teachers and students are making use of more than two languages, i.e., Urdu and English, and their mother tongue while delivering lectures and discussing in the classroom. The third language is usually the regional language or the mother tongues of the students, but its use along with the officially accepted media of instruction is quite a few and rare in the universities. Only particular teachers and students in particular programs make use of the regional languages or mother tongues of the students on a need basis. The findings have pertinent implications for higher education in Pakistan and elsewhere in a similar context.

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