Translanguaging in Language Learning: Embracing Multilingualism for Enhanced Proficiency

Abstract

This study discusses the way in which translanguaging assists the Persian speakers who study English as a foreign language in vocabulary, grammar, cultural and emotional balance enhancement. The sample was a group of Iranian students who were attending English courses. The study used qualitative methods to merge systematic observations and behavioral analysis. The primary aim of this study was to investigate the way of enriching the participants in lexical knowledge, grammatical competence, emotional expression and intercultural communication using Persian. The results indicated that translanguaging assisted learners in internalizing the English words, in that they associated the English words with their Persian counterparts. It was also helpful in the learning of grammar since learners were in a position to compare grammar of the two languages. In general, the research offers empirical data that translanguaging is a useful teaching method. The significance of considering the linguistic and cultural background of the learners is also a crucial point of the study that can enhance academic accomplishments, cultural self-worth, and emotional steadiness. Thus, these results provide teachers and administrators with a ground in creating more inclusive and comprehensive language programs, in particular in the bilingual environment like Iran.