Scholars have recently begun to pay close attention to translanguaging, a cutting-edge pedagogical strategy utilized in bilingual and multilingual environments for teaching second languages. The adoption of translanguaging in classes of English as an additional language (EAL) has not been thoroughly studied from the perspectives of teachers and students. By drawing on theoretical frameworks, this study aims to explore how teachers and students in higher education institutions feel about the usage of translanguaging in Pakistani EAL classrooms. Moreover, the study considers the elements that influence teachers’ perceptions of translanguaging. Employing a rigorous mixed-methods methodology, this study systematically addresses the current research gap by utilizing questionnaires, interviews, and observations as data collection tools. To analyse the data, the study employs the constant comparative technique. The findings shed light on a wide spectrum of pedagogical views held by teachers, ranging from moderate English-only beliefs to monolingual English-only beliefs. These ideas are found to be influenced by experiences with early language learning, formal education, and contextual components. The study also reveals that students generally have favorable perspectives on translanguaging, but some have a more negative opinions on using their first language excessively. These findings highlight the need for enhanced teacher education programs and institutional policy change, to better meet the requirements and expectations of both teachers and students. Additionally, the study emphasizes the pressing necessity of establishing a balanced power dynamic in language use within EAL classrooms. By shedding light on the perspectives of teachers and students on the use of translanguaging in EAL classrooms, this study enhances the current understanding of this pedagogical approach. It also offers practical implications for language teachers and policymakers, facilitating informed decisions and actions in language education settings.

中文翻译：

---

前瞻性预测：通过教师和学生的看法对巴基斯坦教育格局中的跨语言进行考察


学者们最近开始密切关注跨语言，这是一种在双语和多语言环境中用于第二语言教学的尖端教学策略。英语作为附加语言（EAL）课堂上跨语言的采用尚未从教师和学生的角度进行深入研究。通过借鉴理论框架，本研究旨在探讨高等教育机构的师生对巴基斯坦 EAL 课堂中使用跨语言的感受。此外，该研究还考虑了影响教师对跨语言认知的因素。本研究采用严格的混合方法，利用问卷、访谈和观察作为数据收集工具，系统地解决了当前的研究空白。为了分析数据，该研究采用了持续比较技术。研究结果揭示了教师所持有的广泛的教学观点，从温和的只讲英语的信念到单语的只讲英语的信念。人们发现这些想法受到早期语言学习、正规教育和语境成分的经验的影响。研究还表明，学生普遍对跨语言有积极的看法，但有些人对过度使用母语持负面看法。这些发现强调需要加强教师教育计划和制度政策变革，以更好地满足教师和学生的要求和期望。此外，该研究强调了在 EAL 课堂中建立语言使用平衡动力动态的迫切必要性。 通过阐明教师和学生对 EAL 课堂中使用跨语言的看法，本研究增强了当前对这种教学方法的理解。它还为语言教师和政策制定者提供了实际意义，促进语言教育环境中的明智决策和行动。