Beyond Monolingual Strategies: Translanguaging as Dynamic Second Language Learning Strategies in Higher Education in Pakistan

Abstract

This study reconceptualises translanguaging as a dynamic extension of second language (L2) learning classroom strategies at universities in Pakistan (Alam, & Razzaq, 2025). The current research challenges monolingual preferences in traditional language learning strategy structures. The study reveals that translanguaging can be a strategic resource in multilingual classrooms, where L1 and L2 are always problematic, and learners navigate a complex repertoire daily. Despite the scarcity of translanguaging in Second language classrooms at the university level, i.e., higher education, there is a need to explore how translanguageing can be a dynamic strategy for enhancing learners’ language skills and cognitive engagement. The theoretical aspect of this study is based on Garcia's theory of translanguaging. While this study is contextualized in a Pakistani university, the research extracts classroom interactions, student narratives, and teacher perspectives to explore how learners strategically mobilise their full linguistic repertoires. For this purpose, the study employs interviews within a qualitative research framework. Findings direct that translanguaging acts as a metacognitive and socio-cognitive strategy that supports comprehension, identity negotiation, and participation. The study argues for an expanded conceptualisation of LLS that incorporates multilingual practices, contributing to contemporary debates in applied linguistics and multilingual education