This research paper will study on Translanguaging of the linguistics field which can be used for Second Language Acquisition (SLA) in the pedagogical approach of private universities in Bangladesh. The purpose of this research is to establish Translanguaging as the method of second language acquisition on the basis of the relationship between acquisition and the learning process. As it is working on SLA, the four-part of learning any language- listening, speaking, reading and writing are also included as the measure of the quality of the learners. It will focus on why students cannot learn L2 in English as a Medium Instruction (EMI) classroom and how it can be replaced with Translanguaging through L1. To collect data, combining qualitative and quantitative inductive methods, this research is on both teachers and students. Semi-structured interviews, classroom observation, and focus group discussion- which are part qualitative and surveys on the questionnaires- which are part quantitative are arranged for this research. For triangulation, the interviews are taken with teachers and students both. Though the researcher collects data primarily, secondary data from other papers are also used for analysis. Using a mixed method approach, this study discovered the attitudes of teachers and students toward code-switching. However, it also will try to demonstrate that learners want the most exposure to their mother language, which is not possible in English for Academic Purpose (EAP) settings. Overall, the study will work on a significant level of mother tongue usage in the classroom.

1. 1
For Second Language Acquisition in the Pedagogy
of Private Universities for Undergraduate Students
in Bangladesh
N O T R E D A M E
U N I V E R S I T Y
B A N G L A D E S H
N A M E : B u s h r a M o r s h e d
Y E A R : 2 0 2 2
D I R E C T E D B Y: D r. S h a h i n S u l t a n a
Translanguaging:

2. 2
T a b l e O f C o n t e n t s
Chapters of Research
Chapter 01
1 . I n t r o d u c t i o n
1 . 1 B a c k g r o u n d o f t h e S t u d y
1 . 2 P r o b l e m S t a t e m e n t s
1 . 3 R e s e a r c h O b j e c t i v e
1 . 4 R e s e a r c h Q u e s t i o n
1 . 5 S i g n i f i c a n c e o f t h e S t u d y
1 . 6 L i m i t a t i o n s
Chapter 02
2 . L i t e r a t u r e R e v i e w
2 . 1 I n t r o d u c t i o n t o t h e c h a p t e r
2 . 2 L i t e r a t u r e R e v i e w
2 . 3 T h e o r e t i c a l F r a m e w o r k
2 . 3 . 1 W h a t i s T r a n s l a n g u a g i n g
2 . 3 . 2 T r a n s l a n g u a g i n g P e d a g o g y i n E A P
2 . 3 . 3 T r a n s l a n g u a g i n g i n S L A
2 . 3 . 4 T r a n s l a n g u a g i n g i n B a n g l a d e s h
Chapter 03
3 . R e s e a r c h M e t h o d o l o g y
3 . 1 R e s e a r c h D e s i g n
3 . 2 M e t h o d o l o g y o f t h e S t u d y
3 . 2 . 1 A r e a o f S t u d y
3 . 2 . 2 R e s e a r c h T o o l s
3 . 2 . 3 S a m p l i n g D e s i g n
3 . 3 P a r t i c i p a n t s o f t h e S t u d y
3 . 4 D a t a C o l l e c t i o n & A n a l y s i s
3 . 5 E t h i c a l C o n s i d e r a t i o n s
4 . F i n d i n g s
4 . 1 I n t r o d u c t i o n t o t h e C h a p t e r
4 . 2 R e s e a r c h Q u e s t i o n 1
4 . 2 . 1 T h e A t t i t u d e o f L e a r n e r s t o w a r d s C L T C l a s s r o o m
4 . 2 . 2 T h e A t t i t u d e o f L e a r n e r s t o w a r d s E A P C l a s s r o o m
4 . 2 . 3 T h e A t t i t u d e o f L e a r n e r s t o w a r d s T r a n s l a n g u a g i n g
C l a s s r o o m
4 . 3 R e s e a r c h Q u e s t i o n 2
5 . D i s c u s s i o n & C o n c l u s i o n
5 . 1 D i s c u s s i o n o f t h e S t u d y
5 . 2 C o n c l u s i o n & I m p l i c a t i o n
Chapter 04
Chapter 05

3. 3
Introduction
01
Problem Statement
 CLT focuses on Oral
communication
 EAP developes writing skills
 Bangladeshi students are not
develop enough to understand
class in English completely
Background of the Study & Context
I. English is acknowledged as the language of science, technology, and
globalization so English would also play a significant role in reaching
the national objective of ‘Digital Bangladesh 2021” (The National
Curriculum, 2010).
II. English has been designated a ‘compulsory subject’. (Hamid & Erling,
2016)
III. Translanguaging has shown substantial possibility as a pedagogical
strategy for systematically educating bilingual students. (García 2011)

4. 4
01
0 2 _ I N T R O D U C T I O N
The Objectives
To determine the code-
switching pedagogy for the
private universities’ students
in the classroom.
To establish that
Translanguaging can help more
than CLT in SLA of private
universities.
What are the effects of using
code-switching through
Translanguaging as an SLA
in the pedagogy of
education?
How Translanguaging can
be beneficial more than CLT
in the pedagogy of private
universities?
02 01 02
Research
Questions

5. 5
1. Provide insight into how multilingual students use
Translanguaging and how they feel about it.
2. Highlights the need for educational authorities and
educational institutions to take appropriate action.
3. Can be a combination of CLT & EAP
4. Students of undergraduate level face problems
studying everything in a second language and to
sort it out Translanguaging can be a part of it.
Significance of
the Study
1. The target audiences are so selective of time
limitations
2. The research is not about the whole Bangladesh
educational background and cannot be able to take
the four learning acquisitions such as learning,
speaking, writing and reading texts
3. The researcher is taking focus group discussions
and classroom observations only one private
university’s circumstance
4. Targeted only one language as second language
acquisition in English
Limitations
0 1 _ P R E S E N T A T I O N

6. 6
LITERATURE
REVIEW
1. “Students’ and Teachers’ Attitude towards Translanguaging: An
Inter University Study in Dhaka” of Masood (2019)
2. “Emerging Issues of Translanguaging and Speaking English: A
study of Bangladeshi students from Indian curriculum schools” of
Kabir (2021)
3. “English Medium university STEM teachers’ and students’
ideologies in constructing content knowledge through
translanguaging” of Rahman & Singh (2021).
4. “Linguistic ecology of Bangladeshi higher education: A
translanguaging perspective” of Rafi & Morgan, 2022.
5. “Translanguaging Pedagogy in EAP Classroom” by Saha, 2021.
02

7. 7
RESEARCH
Methodology
Qualitative & Quantitative
Focus Group Discussion
Interview of Teachers & Students
Classroom Observation
Area of Study
The area of study is the pedagogy of UGS for undergraduate level of private
universities in Bangladesh and the target audience are undergraduate students of
private universities in Bangladesh.
Sampling Design
The sample size will be around 4500-5000 words, 16 published journal articles,
EAP & UGC outlines and some books related to the research.
Participants of the Study
The participants were unique set of Bangladesh from private universities and 32
students took part in the research including male and female. 4 selected students
for FGC and 6 Teachers are also included.
Research Tools
For primary data collection Google form survey and one to one interviews will be
taken. Secondary data collecting will be utilized as a research technique, with
information from surveys, papers, journals, lectures, books, and other websites
03

8. 8
M e t h o d o l o g y Table 1: Data of Participants (Students)
Data of survey participants (students)
Education Level
Institution Number of Students Year Number
Notre Dame University Bangladesh 28 1st Year 05
Daffodil International University 02 2nd Year 03
United International University 02 3rd Year 08
4th Year 16
Total 32
Note. The participants are from 20 to 26 in age range.
Table 2: Information of Teachers’ who were Interviewed
Information of teachers who were interviewed
Teacher’s Name for Survey Institution Name (Present) Work Experience Major of
Teaching
T1 Notre Dame University Bangladesh 5 Years Linguistics
T2 Notre Dame University Bangladesh 5 Years Linguistics
T3 Notre Dame University Bangladesh 6 Years Literature
T4 Notre Dame University Bangladesh Initial Linguistics
T5 University of Notre Dame, USA 6 Years Literature
T6 Notre Dame University Bangladesh 2 Years Linguistics

9. 9
M e t h o d o l o g y
Teaching-Learning Acquisition Participation
Student’s Name for Survey Age Gender CLT EAP Translanguaging
C1 C2 C3 C4 C5
S1 22 Female P P P P P
S2 24 Female P P P P P
S3 23 Male A P A P P
S4 23 Male P P P P P
Table 3: Student Interviewees’ Information
Student Interviewees’ Information
Note. P= Present, A= Absent; C1= Oral and Communication, C2= Critical Theory &
Literary Criticism II, C3= Advanced Reading & Writing, C4= 20th Century Literature:
Poetry & Drama, C5= Translation Studies.

10. 1 0
Findings
The Attitude of
Learners towards
CLT Classroom
04
Research Question 1
The first question is about the impact of implementing code-switching through
Translanguaging as a SLA in the teaching approach of acquisition. To
investigate it, the focus group discussion (FGD) on classroom observation was
applied.

11. 1 1
F i n d i n g s
The Attitude of Learners towards EAP Classroom
The Attitude of Learners towards
Translanguaging Classroom

12. 1 2
Findings Preferring Code-Switching Delivering Lectures
04
Research Question 2
The second question is about the translanguaging can
be more beneficial than CLT in the teaching of private
universities.
In the semi-structured interview, there was a direct
question to the teachers that Translanguaging can help
more than CLT in the pedagogy of private universities.
Even though the focus group discussion 4 students
were also asked the same question.

13. 1 3
F i n d i n g s
Translanguaging can help more than CLT

14. 1 4
DISCUSSION & CONCLUSION
 Most of the teachers agreed with that term and the students were also support the code- switching in
the classroom.
 The learning and acquisition of a second language is not containing perfectly from every aspect of any
teaching approach.
 The purpose of learning a language is to understand the real meaning and feel it so that the learner can
easily make his or her own style of speaking.
 When a learner go through only grammar based, audio based or communicative development he or
she unable to create own speaking style.
 Translanguaging approach in the pedagogy of undergraduate level can be more useful for the students.
05

15. 1 5
Thank You