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Despite challenges related to limited teacher training and resistance in monolingual-dominant systems, findings support translanguaging as a basis for inclusive, empowering learning environments.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (1), 102406 (2025)  \n[https://doi.org/10.29140/ajal.v8n1.102406](https://doi.org/10.29140/ajal.v8n1.102406)  \nThe power of translanguaging: Theoretical insights and empirical evidence on language acquisition and social-emotional learning  \nS. SANGEETHAa (First & Corresponding Author)  \nD. SRI DHIVYAb  \naAssistant Professor, Department of English, Sri Sarada College for Women, Salem-16, India bAssistant Professor, Department of English, Rathinam College of Arts and Science, Eachanari, Coimbatore-641021, India  \nAbstract  \nTranslanguaging, the dynamic use of multiple languages, offers a transformative approach to English Language Teaching (ELT) in multilingual classrooms. This study explores the impact of translanguaging on language acquisition and social-emotional learning (SEL) among multilingual learners. Seventy-five participants from rural colleges in Salem district, Tamil Nadu, were selected for the study. Using a quasi-experimental research design, participants engaged in translanguaging activities integrated with SEL principles. Data were collected through surveys comprising Likert-scale items and open-ended questions. The results demonstrated significant improvements in vocabulary acquisition, selfexpression, and overall English proficiency. Additionally, translanguaging enhanced SEL competencies, including self-awareness, emotional management, cultural appreciation, and collaboration skills. Despite challenges such as limited teacher training and resistance from monolingual-dominant systems, the findings affirm translanguaging’s potential to create inclusive and empowering learning environments. The study recommends further research to develop scalable strategies for implementing translanguaging in diverse educational settings.  \nKeywords: translanguaging; English Language Teaching (ELT); Social-Emotional Learning (SEL); multilingual education.  \nIntroduction  \nEnglish Language Teaching (ELT) classrooms for English as a Second Language (ESL) learners are vibrant spaces that reflect a blend of languages and cultures. Nowadays, there are multilingual schools where students come from different language backgrounds and can observe other cultures. Translanguaging embraces this diversity because it allows students to draw upon their full linguistic resources in the learning process (Tai, 2023) . Translanguaging facilitates the students’ movement between their home languages and English to increase understanding, to think critically and to affirm students’ identities (Dhivya, Hariharasudan, & Nawaz, 2023) . The focus is not just on the use of more languages but on the dynamic interrelation among the languages which results in an extremely effective learning method.  \nTranslanguaging goes beyond learning a second language and it helps foster key Social Emotional Learning (SEL) skills (Nooyod & Ambele, 2024). SEL preparesa person for emotional, social, and executive competencies necessary for successful functioning, interpersonal relations, and making proper choices (Vallejo, 2018) . Translanguaging enables students to operate and perform on every level of their linguistic repertoires, which enhances learning for all students (Chaisiri, 2022) . This in return promotes their social and emotional development. Hence, translanguaging is transforming the ELT paradigm as it integrates the use of various languages to improve the learners’ educational process.  \nWhat is Translanguaging?  \nTranslanguaging is the process of simultaneously using all spoken, signed, or written languages in one’s repertoire to learn and communicate. Academic teaching benefits language acquisition through the utilization of students’ native language because languages share similarities which enhance their learning process (Dhivya, Hariharasudan, Balamurali, Athithan et","cbCaihAXMVmGYUUs","https://ap.wps.com/l/cbCaihAXMVmGYUUs","pdf",653705,"English","# Abstract\n# Introduction\n## What is Translanguaging?\n## Translanguaging: Definition and Benefits\n## Theories Supporting Translanguaging","[{\"question\":\"How does translanguaging relate to English Language Teaching in multilingual classrooms?\",\"answer\":\"Translanguaging supports ELT by allowing students to draw on their full linguistic resources, moving between home languages and English to improve understanding, critical thinking, and identity affirmation.\"},{\"question\":\"What method did the study use to evaluate translanguaging’s impact?\",\"answer\":\"The study used a quasi-experimental research design with 75 participants who completed translanguaging activities integrated with social-emotional learning principles.\"},{\"question\":\"What improvements did the results show for learners?\",\"answer\":\"Results indicated significant improvements in vocabulary acquisition, self-expression, and overall English proficiency, along with enhanced SEL competencies such as self-awareness, emotional management, cultural appreciation, and collaboration.\"}]","The power of translanguaging - Theoretical insights and empirical evidence on language acquisition and social-emotional learning - English Language Teaching | PDF"]