ABSTRACT
This chapter presents research on the effects of student translanguaging in their Grade 5 English as a second language classrooms, contrasting the practice with those in contexts where language policies require the use of only English. A translanguaging pedagogy involves teachers integrating the diverse language practices of students in the classroom to create more equitable and effective learning opportunities. Although there is no official policy against the use of translanguaging in English language classrooms in Malaysia, the lack of funding and policy changes over the years have put immense pressure on the English teachers in Bukit Mawar to teach monolingually. The planning-organizational affordances category was used to classify interactions that dealt with the planning and organization of the task, rather than the content of the task itself. The affective-social affordances consisted of specific functions which served to build rapport, engage peers in social interactions, and provide socio-emotional support and assistance to one another.
