Аңдатпа
The increasing linguistic diversity of educational contexts has made it more important to develop pedagogical strategies that support the use of learners' multilingual resources. As the contexts of education become more linguistically diverse, pedagogical strategies need to pay attention to the learners' multilingual resources. This research explored the connections between translanguaging pedagogy, engagement, and English language achievement for multilingual learners. A quantitative, cross-sectional research approach was used, and 350 multilingual students enrolled in government colleges in Punjab, Pakistan with English as the medium of instruction were targeted for data collection. Structured multi-item scales were used to measure translanguaging pedagogy and learner engagement, and a standardized achievement measure was used to measure English language achievement. Descriptive statistics, Pearson correlation, multiple regression and mediation analyses were used for data analysis. The results indicated that there was a significant positive correlation between translanguaging pedagogy and learner engagement (β = 0.42, p< .001). The pedagogical approach of translanguaging was also found to have a significant positive association with English language achievement (β = 0.31, p < .001), and learner engagement had a positive association with English language achievement (β = 0.38, p < .001). The regression model explained 35% of the variance in English language achievement (R² = .35). The mediation analysis results indicated that the indirect effect of translanguaging pedagogy on English language achievement was found to be partial, with a β value of 0.16, 95% CI [0.09, 0.24]. The results suggest the need for, and the possibility of, strategically embedding multilingual supports to enhance classroom engagement and promote language development in English. The study offers implications for teachers, curriculum designers, and educational institutions who are looking to implement inclusive and linguistically responsive English language pedagogy in various multilingual contexts.