Navigating Teachers’ Translanguaging Practices and Purposes in Engineering Classrooms in Bangladesh

Abstract

This paper explores engineering teachers’ translanguaging practices and purposes in Bangladesh. It specifically focuses on six universities in Bangladesh that offer engineering courses, including three public universities and three private universities. Data were collected through questionnaire survey, semi-structured interview and classroom observation. For the questionnaire survey, 50 university teachers were purposively selected from six public and private universities representing different geographical regions, engineering disciplines, and academic ranks, while 12 university teachers were randomly selected for the semi-structured interviews. The data illustrated that teachers rely on Bangla (L1) in strategic ways. They use it to break down tough technical ideas, boost student understanding, spark engagement, and offer emotional support especially in casual or face-to-face settings. They suggested using Bangla as a tool for facilitating speaking and explaining concepts. However, they expressed concern that allowing Bangla will hold back students’ development of English (L2) proficiency. This study argues that engineering universities in their programs may recognize and legitimize translanguaging as a way to support deeper understanding and facilitate teaching and learning.