Evaluating the Efficacy of Translanguaging Approach for Language Learning through K-Means Clustering Analysis

Abstract

This study examines the implementation of translanguaging in language-integrated learning classrooms, focusing on 134 students in India who speak Tamil, Telugu, Urdu, Malayalam, and Hindi. Using ethnographic methods, conversation analysis, surveys, and K-means clustering techniques, the findings highlight the importance of translanguaging in addressing students' learning needs and enhancing their engagement and comprehension. The teacher created a co-learning environment by incorporating translanguaging shifts, allowing students to co-develop projects in English and bilingual versions. This approach not only facilitated content learning but also affirmed students' identities. The teacher's stance on translanguaging emphasized collaboration among educators to ensure successful implementation. The integration of native languages into English instruction enabled code-switching and multilingual interactions. While some students preferred traditional methods, most appreciated the acknowledgment of their linguistic backgrounds, suggesting that translanguaging fosters inclusive and effective language education. The study offers practical recommendations for educators and highlights the broader implications for multilingual education. The positive response to translanguaging underscores its potential to leverage students' linguistic resources, enhance learning outcomes, and enrich educational experiences globally.