Enhancing an equitable language learning environment through translanguaging in English language classrooms

In a learning environment where the system is insensitive to the learners' different needs, this is likely to sideline specific learners' populations, preventing their full participation in the teaching and learning processes. This study aimed to explore how translanguaging can enhance an equitable language learning environment in additional English language classrooms. This systematic review addressed two research questions: How can translanguaging enhance an equitable language learning environment in additional English language classrooms? What are the hindrances to translingual practices in English first additional language learning? This data was retrieved from major databases, including Google Scholar, Semantic Scholar, and Web of Science. After identifying all the articles for the research review, we coded them according to the research questions and theoretical focus. The findings revealed that because of its global appeal in multilingual education, translanguaging has received a plethora of definitions; thus, presently, it has no absolute definition. Also, the paper reveals that translanguaging helps break the language barrier by enhancing the integration of the learners' home languages with the language of teaching and learning, which is English, in this context. Through translanguaging, teachers will employ learner-centred teaching and learning, and not a top-down approach, which is in line with the communicative approach to language teaching. Moreover, through translanguaging, language teachers can use the collaborative approach to language learning; it promotes teamwork, enhances communication skills, and allows for the exchange of diverse perspectives among students. Lastly, the paper shares that the current testing measures are devoid of multilingual approaches in language testing, though there is a call to include learners' multilingual repertoires in their constructs to reflect multilingual lifeworld. Key Words:English first additional language, communicative approach, multilingual approaches, translanguaging