The impact of pedagogical translanguaging in enhancing communicative competence of university students in Lesotho

This article reports on the impact of translanguaging in enhancing communicative competence of the university students in three selected institutions in Lesotho. Data were collected through focus group interviews with ninety (N=90) selected students from the three selected institutions and face-to-face semi-structured interviews with nine (N=9) lecturers from the three institutions as well. The findings reveal that most students prefer being taught in both the target language and their mother-tongue instead of only the target language. These findings highlight the importance of adopting pedagogical translanguaging in the classroom so that students from all backgrounds can be included in their own learning. Future research should therefore focus on how pedagogical translanguaging can be adopted in ESL classroom so that students can have a liberty to draw from their mother tongue in cases where they encounter challenges with the target language.