Promoting Learner Autonomy Through Translanguaging: A Theoretical Perspective

India is a multilingual and multicultural country. In this country, students come from diverse linguistic backgrounds with diverse resources. But, their linguistic resources often remain unutilized as minority students are imparted education in dominant languages only. Though various educational commissions and policies (NPE 2016, NCF 2005, POA 1992 etc.) recommended to imparted education in mother tongue of the students, their recommendations are not implemented at grass root level. In this scenario, translanguaging can be promoted to address the issues of linguistic diversity in Indian classroom. Translanguaging is the strategy which can fulfil these needs. Using this strategy, a teacher can deliver his instruction in one language, can conduct task in indigenous languages and gives the students flexibility to switch from one language to other in a constructive way (Garcia, 2009) This theoretical study aims to find out how translanguaging can promote learner autonomy in a multilingual classroom.