Arshad Ali Khan

Translanguaging, Classroom Participation, and Linguistic Power in Undergraduate ESL Education: Student and Teacher Evidence from Lahore, Pakistan

This study investigates translanguaging as a pedagogical and sociolinguistic resource for changing participation and power relations in undergraduate English as a Second Language classrooms in Lahore, Pakistan. In multilingual classes, a mixed-method intervention was carried out over 12–16 weeks, with regular access to...