Translanguaging and identity preservation in English language learning: multilinguals’ voices from a Malaysian University

In Malaysia, English as a Second Language (ESL) has been introduced from preschool to university to support academic excellence in its multilingual setting. As monoglossic ideologies face critiques, translanguaging, which allows learners to employ their entire linguistic repertoire, is considered relevant in Malaysia. However, translanguaging faces resistance due to traditional scepticism. When global studies have predominantly concentrated on teachers’ translanguaging, student-led practices have been overlooked in multilingual higher education contexts. Thus, this study explores translanguaging practices among the bi/multilinguals in English learning at a Malaysian university to understand their navigation of linguistic repertoires. Using qualitative, data were collected from focus groups and classroom observations with undergraduates from diverse racial backgrounds, including Malay, Chinese, Indian, and Bumiputera, and thematically analysed. Furthermore, findings revealed that learners who possess various languages, such as Malay, Mandarin, Tamil, English, Arabic, Spanish, and Japanese, employed translanguaging in formal, semi-formal, and informal interactions. Their language selections in English language learning were driven by their natural habit, necessity to enhance understanding, limited English knowledge, and desire to maintain cultural identity. Overall, this study uniquely highlights translanguaging as an identity-affirming tool for multilingual learners, advocating for pedagogical frameworks that validate students’ spontaneous translanguaging practices to create supportive learning environments.