Leveraging Linguistic Repertoires: A Conceptual Framework for Translanguaging in Malaysian Higher Education

HRMARS - As globalization transforms higher education, Malaysia has emerged as a primary ASEAN hub for international students, particularly postgraduate cohorts from mainland China. Despite meeting English proficiency entry requirements, many of these students encounter significant barriers in academic communication, leading to "language anxiety" and hindered performance. This paper proposes a conceptual framework for Pedagogical Translanguaging (PT)—the intentional integration of a learner’s full linguistic repertoire—as a strategic response to these challenges in English-Medium Instruction (EMI) contexts. Drawing on Edgar R. Eslit’s 40-item Translanguaging Questionnaire, the framework categorizes pedagogical translanguaging into seven interconnected constructs: Effectiveness, Inclusivity, Engagement, Skill Development, Teacher Support, Peer Support, and Challenges. The model defines Inclusivity and Support as independent variables that influence the mediating processes of Effectiveness and Skill Development, ultimately driving the dependent variable of Student Engagement. While acknowledging potential challenges such as linguistic over-reliance, the paper outlines implementation strategies including "translanguaging zones," specialized faculty training, and bilingual resources. Ultimately, this framework seeks to move translanguaging from an informal classroom occurrence to a structured, data-driven pedagogical tool that validates student identity and ensures sustainable academic success in globalized professional landscapes.