Translanguaging as a Strategy to Improve Learning Experiences of University International Students using English as an Additional Language

Abstract

Higher Education Institutions (HEI) are inundated with a mixture of students from diverse and multicultural backgrounds with some struggling to cope with their academic work. The degree of multilingualism among students varies from one institution to the other (Paradowski, 2010). As such HEI classrooms encounters are compounded by students speaking different world languages with some encountering English as an Additional Language (EAL). Among these are international Black, Asian, Minority and Ethnic (BAME) students who use EAL. This study explored some strategies which could be used to improve learning and teaching experiences for all students including international students at a HEI in the United Kingdom (UK). A case study research design that considered interviews, focus group discussions and University league tables was used to gather data from 20 participants. Using the social constructivist theoretical perspective, findings revealed that some international students, especially recent arrivals attending University in their first year, struggled to achieve better grades in their assessments both written and spoken due to challenges such as proficiency in English and the education system in the UK which might also be significantly different, in terms of resources, and access to technology, as well as the style of teaching. The study recommended that higher education institutions should increase students’ teaching and learning experiences through implementing a strategy such as translanguaging to enhance students’ learning and teaching experiences.