Abstract
Pakistan is a multilingual country and in a multilingual environment, the
emergence of bi-multilingual practices such as Code switching (CS) and Translanguaging (TL) are
natural and not something new. This rich linguistic backdrop has been studied widely from the
perspective of CS which yielded negative perceptions among teachers and students regarding the use of
multilingual resources in learning and teaching context. However, the exploration of these practices
from the perspective of TL, which takes the use of multilingual resources as something positive, is
neglected. In view of the said discussion, the current research attempted to explore the teacher’
interactive practices in institutional settings in Pakistan from the perspective of TL. Data collected
through observations, audio-taping and semi-structured interviews were analysed. The findings
revealed that the teachers have given a free expression to their linguistic repertoires. Moreover,
the study showed that the participants can engage in TL both unconsciously and unconsciously.
Moreover, the emergence of TL in the current context could be attributed to the socialisation of the
speakers in a multilingual environment. The study is important in the sense that it will help to
understand the use of bi-multilingual practices in the pedagogic context in particular and
communication in general, as something positive enhancing and adding to the communicative potential
of the speakers.
Mujahid Shah, Shaista Malik, Wajid Riaz. (2019) Multilingual Practices from Multilingual Perspective in Khyber Pakhtunkhwa , The ELF Annual Research Journal, Volume 21, Issue 1.
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