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Article In: Translation and Translanguaging in Multilingual Contexts: Online-First Articles

Multilingual pedagogies in high schools

The role of translanguaging in student motivation and engagement

ORCiD logo with link | Mohammed V University
 | Mohammed V University
 | Mohammed V University
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Abstract
This study examines high school students’ perceptions of pedagogical translanguaging within a multilingual educational context, using Morocco as a case study to explore issues of language use, motivation, and engagement in multilingual classrooms. Drawing on a quantitative research design, data were collected through a researcher-developed questionnaire administered to 131 secondary school students from public and private institutions. The results reveal that learners overwhelmingly favor the integration of translanguaging practices, which they associate with improved comprehension, greater motivation, and more active engagement during instruction. The study has pedagogical implications for designing inclusive learning environments in which translanguaging operates as a means of supporting learner agency, equity, and meaningful participation across multilingual educational settings.
Article outline
  • 1.Introduction
  • 2.Morocco’s linguistic landscape
  • 3.Pedagogical translanguaging: A promising heteroglossic program
  • 4.Translanguaging, student motivation, and engagement
  • 5.Data and methodology
  • 6.Findings and discussion
    • 6.1Multilingual nature of high school environments
    • 6.2Understanding course content
    • 6.3In-class languaging practices
    • 6.4Language and students’ motivation to participate
  • 7.Conclusion
  • Author queries
  • References
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