Translanguaging as a disruptive pedagogy in language education An analysis of metacognitive reflections of second-year undergraduate students

Debate on whether the use of translanguaging is disruptive monolingual ideologies and practices that predominate global tertiary education seem to be still in its infancy. Contemporary research area focuses what appears conflicting though lucid discourses eliminating boundaries between codes or languages, resulting no ‘named’ languages. This study adopted a qualitative case approach which second year undergraduate students taking literacy course were purposively sampled. The data was collected through analysing participants’ related interactions virtual space, WhatsApp. efficacy WhatsApp as an instructional tool teaching learning context has escalated interest among researchers exploring potential benefit multilingual setting. paper reports crucial role language plays comprehension, participation, motivation, consequent ameliorated academic performance students. findings attest translanguaging, where languages input output are consciously alternated, proves indispensable pedagogy recommends incorporation daily practices. Keywords: epistemic access, learning, literacy, multilingualism, monolingualism