Investigating science teachers’ translanguaging practices and ideologies in Pakistan: A mixed methods study

What is it about?

The article examines science teachers' translanguaging practices and language ideologies in Pakistan.

Featured Image

Why is it important?

It highlights the ways science teachers navigate the tensions between language-in-education policy and multilingual classroom realities in public and private sector intermediate colleges in a postcolonial context in Pakistan. The paper explores the language ideologies that underpin these translanguaging practices. The article informs teacher educators and policy makers to revisit policy and practice to ensure epistemic and communicative justice.