ADVANTAGES OF TEACHING ENGLISH THROUGH TRANSLANGUAGING: FOCUS ON SINDH, PAKISTAN.

This article discusses how the use of translanguaging in teaching English can result in sociocultural benefits for Pakistan's multilingual Sindh province, where Sindhi, Urdu, Seraiki, Brahui, Balochi, Dhatki, Marwari, and other languages are spoken. Teaching approaches which emphasise the monolingual use of English in an English language teaching class can cause L2 learners to shift away from their sociocultural values and norms to the native (the English) speakers' sociocultural values and norms. This sociocultural change can be prevented by teaching English to L2 learners of English through translanguaging because it encourages L2 learners to use their language (L1) and preserve their culture. In ELT classrooms in Sindh, only English speaking is encouraged, while using a local language is prohibited. In this context, L2 learners of English in Sindh try to speak and behave like native speakers of English, bringing about a cultural shift. Conducting semi-structured interviews with ten teachers and ten students in Sindh, this study explores how translanguaging in ELT can create self-pride among L2 learners of English in Sindh. Moreover, this study also demonstrates how translanguaging can help in cultural maintenance by allowing L2 learners to express their L1 identities, wisdom, values, norms, folktales, literature, and proverbs. [ABSTRACT FROM AUTHOR]