Keywords
Abstract
Amid increasing global migration and the rise of multilingual classrooms, translanguaging and multilingual approaches are gaining significant importance in English language teaching (ELT) pedagogy. This paper explores the impact of leveraging learners' first language (L1), along with the opportunities, limitations, and practical implications of translanguaging and multilingual pedagogy. Drawing on recent empirical studies and systematic reviews published in Scopus-indexed and Elsevier journals (2023–2025), it emphasizes how translanguaging deepens comprehension, enhances engagement, reduces anxiety, and promotes inclusivity. However, challenges include monolingual policies, inadequate teacher preparation, contextual differences, and risks of selective translanguaging. The findings indicate that planned translanguaging, combined with teacher training and supportive policies, proves effective. This review discusses the role of translanguaging in ensuring equity and effective English language education in multilingual classrooms.
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