Breaking the Monolingual Barrier: A Conceptual Framework for Leveraging Pedagogical Translanguaging to Enhance the Performance of Low-Achieving MUET Candidates in Malaysia

HRMARS - This conceptual paper explores the potential of pedagogical translanguaging as a strategic intervention for Malaysian students exhibiting low performance in the Malaysian University English Test (MUET). Despite years of formal English education, many students remain stuck in the "Basic User" category (Bands 1 to 2.5), primarily due to cognitive overload and language anxiety in English-only environments. By synthesizing the core constructs of translanguaging—Inclusivity, Teacher Support, and Perceived Effectiveness—this paper proposes a framework where the students' first language (L1) acts as a scaffold rather than a crutch. The paper argues that a flexible linguistic approach can lower the affective filter, improve comprehension of complex MUET components (particularly Reading and Writing), and ultimately foster greater student engagement.