Translanguaging as a pedagogical strategy in Mauritius Higher Education System

Abstract

The studies reporting on the adaptive pedagogical practices for multilingual higher education contexts seem to be increasing as researchers report on the advantages of translanguaging practices for academic success and better access to knowledge. Mauritius, with its rich history, has long been involved in multilingual practices, reflecting a continuum of speech repertoires that facilitate fluid translingual encounters. Creole contexts, like Mauritius, exemplify the complexities of multilingual speakers. Yet, in this multilingual Creole context, research on translanguaging as a pedagogical strategy in higher education is still in its infancy, with existing studies often focusing more on social justice factors. This study explored the role of translanguaging as a pedagogical strategy in the higher education context of Mauritius to better understand the ways in which students negotiated meaning and navigated content. Using a mixed methods approach, the study involved focus-group interviews and a survey with first-year undergraduate students from four disciplines at two selected institutions of higher learning. The findings suggest that translanguaging was frequently employed and effectively used to enhance understanding and learning in all disciplines, with remarkable use of linguistic and semiotic resources. The prevalence of translanguaging also revealed the importance of cultural and linguistic identities nested within the complexities of the Mauritian identity.