Call to Action: Translingual Writing Pedagogy and Students’ Perceptions in Nepali Multicultural Classrooms
DOI:
https://doi.org/10.54855/ijte.26614Keywords:
translingualism, code meshing, improvement , pedagogy, interaction, writingAbstract
In Nepal, an English-only policy is dominant in most EFL classrooms of public schools. Moreover, English is taught as a subject rather than a language. Therefore, there is a strong need to conduct research on how this policy has impacted students' cognitive and linguistic skills in public schools. Studies on students’ perceptions and experiences have been inadequate in Nepal because qualitative research on translingual pedagogy has not been a priority. Therefore, this study investigates the improvements and impacts of translingual writing (code-meshing) at Nepal’s community schools. To address this gap, a qualitative research method was adopted, particularly through observations and focus group discussions with students. The data was collected from eight tenth graders and one EFL teacher. The research site was a public, basic school (grades 1-8) in Dhankuta. The study demonstrates that students completed their English assignments and participated in conversations when they were permitted to code-mesh between Nepali and English whenever permitted. This practice implies that a translingual approach provides EFL students with a conducive environment in which to write and speak more confidently, drawing on multiple linguistic sources.
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