Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

Though the use of L-1 in multilingual ESL classrooms is abandoned; recent research suggests significance using a complete linguistic repertoire. The repertoire implies free all kinds knowledge languages. It linked with translanguaging, which involves two languages fluid way to organize mental processes learning. Adopting framework translanguaging and theory language mode this study has identified specific classroom situations where students used their semiotic during English reading writing, particularly general interaction classroom. Moreover, it also explores motives behind situations. data for experimental were collected through field notes observations, video recordings intervention, interviews teachers after intervention. findings show that negotiate meaning, develop metalinguistic awareness communicate fearlessly without anxiety various like brainstorming, outlining, instructions, question statements, jokes, normal teacher pairs. concludes by paying attention mentioned situations, may opt pedagogy lesson plans enhance L-2 learning process. Keywords: translanguaging; repertoire; functions; reading; writing