Year: 2025
Type: article
Abstract: In India’s multilingual classrooms, students frequently employ translanguaging, code-switching, and code-mixing to comprehend complex educational content. This bilingual and biliterate practices keep students’ brains highly active and adaptable, despite not being recognized or acknowledged by institutions. This study examines the impact of these practices on comprehension and cognitive development among 15 undergraduate students from The English and Foreign Languages University (EFLU), Hyderabad, who come from diverse linguistic backgrounds. Observations during classroom discussions and interviews revealed that while students often lacked the appropriate vocabulary, these strategies were essential for understanding difficult concepts in a multilingual learning environment. The findings suggest that implicit multilingual practices, though stigmatized by institutions that favou standard language use, contribute to cognitive flexibility and critical thinking. The study advocates for a shift in teaching methods to acknowledge the academic value of multilingualism, as supporting students' linguistic abilities enhances critical thinking, problem-solving, and overall academic performance
DOI: 10.66121/kffkec77
Institution: English and Foreign Languages University
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7129015597