Translanguaging as a Pedagogical Tool for Young Learners With Moderate Intellectual Disabilities: An Experimental Study

Abstract

Aim: Translanguaging serves as a medium to bridge the gap between the home language and the target language. The present study aims to analyse the efficacy of Translanguaging in the cognitive development of students with moderate intellectual disability. The research also explores the awareness of translanguaging as a pedagogical tool practiced in the special schools in Chennai. Method: The study employed experimental research involving 10 learners with moderate intellectual disability from a special school in Chennai. Pre-tests and post-tests were conducted to assess the efficacy of translanguaging in enhancing cognitive development. Statistical analysis was done to calculate Cronbach’s Alpha for reliability, the Mean difference between the pre- and post-tests, the t-score, and Cohen's d value. Results and conclusion: The Alpha value for reliability was 0.7. The t-score was significant with the p-value at 0.001 (<0.05). The effect size indicated by the d value was greater than 0.08. Thus, the hypothesis of the study that Translanguaging as a pedagogical tool enhances the cognitive development of learners with moderate intellectual disability is proved correct. Further analysis of the subsections of the test indicated that the improvement is highest in Listening followed by Reading and Writing. Translanguaging provides cognitive flexibility when it comes to Listening as the learners are open to code-switching, and code-mixing and this reduces their cognitive load as L1 is used as a scaffold. At the same time, Writing is a productive skill that learners will have to produce in the target language and not just comprehend. So, this is the reason why the learners show great improvement in Listening when compared to Writing. Research restrictions: The study included a restricted timeframe for intervention. The sample size was small, and the control group was absent. Cognitive value: The study demonstrates the practical use of Translanguaging as a pedagogical tool through empirical research on moderate intellectual disability learners.

Keywords: Translanguaging, Intellectual disability, special educators, cognitive development, Inclusive education