Traditionally viewed as a sign of linguistic weakness, language mixing in Malaysian classrooms is being re-evaluated through "Translanguaging" a pedagogical strategy that leverages a student's complete linguistic repertoire to enhance language acquisition and meaning-making (Cummins, 2019; García & Wei, 2014; MOE, 2013). Strict "English-Only" policies often trigger high anxiety and cognitive paralysis in students, activating Krashen's (1982) Affective Filter and shutting down critical thought by removing their primary cognitive anchor. Rather than viewing the bilingual brain as divided compartments, pedagogical translanguaging acts as an essential "brain bridge" or temporary scaffold, using the native language to support and build durable target language competence (Baker & Wright, 2021).
| Item Type: | Monograph (Bulletin) |
|---|---|
| Creators: | Creators Email / ID Num. Abu Bakar, Ruhil Nadiah UNSPECIFIED Saleh, Noor Shahariah UNSPECIFIED Halim, Nurul Syafawani UNSPECIFIED Azmi, Sharina Salmi UNSPECIFIED |
| Subjects: | P Language and Literature > P Philology. Linguistics > Language. Linguistic theory. Comparative grammar P Language and Literature > P Philology. Linguistics > Language and education |
| Divisions: | Universiti Teknologi MARA, Negeri Sembilan > Seremban Campus |
| Journal or Publication Title: | Buletin APB Seremban Edisi 16 |
| ISSN: | 2682-7948 |
| Keywords: | Translanguaging pedagogy, code-mixing in education, affective filter hypothesis, bilingual scaffolding |
| Date: | June 2026 |
| URI: | https://ir.uitm.edu.my/id/eprint/144899 |
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