Bridging Languages: Translanguaging and Vocabulary Development in English Language Education

Abstract

This study explores the role of translanguaging in vocabulary acquisition and its relationship with the evolving concept of Global Englishes. Translanguaging, which involves the dynamic use of multiple languages within a bilingual or multilingual context, has been shown to enhance language learning by allowing students to leverage their entire linguistic repertoire. This practice aids vocabulary retention by providing opportunities to connect new words with familiar concepts from learners' first languages. Through a comprehensive literature review, the study examines how translanguaging supports deeper understanding, better vocabulary retention, and improved engagement in multilingual classrooms. Additionally, the research highlights how Global Englishes, with its diverse varieties across the world, provides a context in which translanguaging becomes a valuable tool for navigating different forms of English. The study also addresses the challenges of native speakerism and how translanguaging can disrupt traditional notions of language purity by embracing linguistic diversity. Despite its advantages, the study notes several challenges to implementing translanguaging in educational settings, such as theoretical debates and teacher preparedness. The findings suggest that translanguaging can play a crucial role in vocabulary acquisition, offering a more inclusive and contextually relevant approach to English language teaching in globalized, multilingual environments.