Student Perceptions of Translanguaging Use in English Language Learning in Kuala Lumpur, Malaysia

Abstract

This study investigates university student perceptions of translanguaging practices in English language learning contexts within Kuala Lumpur, Malaysia, a multilingual environment where Malay, English, Chinese dialects, and Tamil coexist in educational settings. As translanguaging—the fluid use of multiple linguistic resources across traditionally defined language boundaries—gains recognition as legitimate pedagogical practice, understanding learner perspectives becomes crucial for effective implementation. Employing a mixed-methods approach, this research surveyed 320 undergraduate students from three universities in Kuala Lumpur and conducted focus group discussions with 36 participants representing diverse linguistic backgrounds including Malay, Chinese, Indian, and international students. Data collection utilized validated perception questionnaires, semi-structured interviews, and classroom observation protocols. Findings reveal predominantly positive student attitudes toward translanguaging, with 78% of participants viewing multilingual practices as beneficial for comprehension, concept clarification, and identity affirmation. However, perceptions varied significantly across linguistic backgrounds, proficiency levels, and educational contexts, with more proficient English users expressing concerns about potential dependency and reduced target language exposure. Students identified translanguaging as particularly valuable for explaining complex concepts, reducing anxiety, and building inclusive classroom communities while noting that effectiveness depends on strategic, purposeful implementation rather than indiscriminate code-switching. These findings inform pedagogical practices and language policies supporting multilingual approaches in Malaysian higher education.