BEYOND MONOLINGUAL BORDERS: PAKISTANI ESL LEARNERS' PERCEPTIONS OF TRANSLANGUAGING AS A CATALYST FOR MOTIVATION AND CONFIDENCE

Abstract

This study investigates the perceptions of Pakistani ESL learners regarding the impact of translanguaging practices on their learning motivation and self-confidence. Operating within a multilingual landscape where English-only policies often dominate, the research explores how the flexible use of home languages like Urdu, Punjabi, and Saraiki supports the acquisition of English. Grounded in García's (2009) Translanguaging Framework, the study employed a quantitative research design which collected data through a Likert-scale questionnaire from a sample of 50 undergraduate ESL learners. Descriptive statistical analysis revealed that a majority of participants perceive translanguaging as a supportive pedagogical tool that enhances comprehension, reduces linguistic anxiety, and fosters intrinsic motivation. Findings indicate that validating learners' linguistic identities leads to higher self-efficacy and active classroom participation. Despite minor concerns regarding English immersion, the results suggest that translanguaging functions as a vital cognitive and affective scaffold. The study advocates for a paradigm shift in Pakistani pedagogy toward more inclusive, plurilingual instructional strategies.