| Subject: | English |
| Title: | Translanguaging in the Indian Classroom: A Synthesis of Theory, Practice, and Critical Perspectives |
| Author(s): | Udatraj Pukhram |
| Published on: | 30th December 2025 |
| Published by: | Lyceum India |
| Name of the Journal: | Lyceum India Journal of Social Sciences |
| ISSN/E-ISSN: | 3048-6513 |
| Volume & Issue: | Volume: 2, Issue: 7 |
| Pages: | 168-177 |
| Original DOI (if any): | 10.5281/zenodo.18052232 |
| Repository DOI: | |
| Abstract: | This paper critically examines the concept of translanguaging and its application within the deeply multilingual educational landscape of India. It begins by tracing the theoretical evolution of translanguaging, from its origins as a pedagogical practice to its development into a holistic theory of language that proposes a unitary linguistic repertoire, contrasting it with earlier models of code-switching and plurilingualism. The paper then analyzes empirical evidence from Indian classrooms, demonstrating how teachers and students naturally and strategically employ translanguaging to facilitate learning, enhance participation, and validate learners’ linguistic identities. However, this analysis also reveals a significant tension between these inclusive classroom practices and the persistent monolingual ideologies embedded in institutional policies and curriculum which often lead to a state of “guilty multilingualism” among educators. To address these challenges, the paper advocates for a shift towards “critical translanguaging”—a framework that not only leverages students’ full linguistic repertoires as a pedagogical resource but also actively challenges linguistic hierarchies and promotes linguistic human rights. The synthesis concludes by offering evidence-based recommendations for policymakers, teacher educators, and researchers to create a more equitable and effective educational ecosystem that embraces India’s linguistic diversity as a foundational strength. |
| Keywords: | Critical Translanguaging, India, Language Policy, Linguistic Diversity, Multilingual Education, Pedagogy |
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