Translanguaging Pedagogy and Pashto Language Sustainability in Formal Education in Khyber Pakhtunkhwa, Pakistan

Research on translanguaging pedagogy has expanded rapidly in language education; however, its potential role in sustaining regional and minority languages remains under explored. Adopting a qualitative research design, this study examines how translanguaging pedagogy contributes to the sustainability of Pashto in formal educational contexts in Khyber Pakhtunkhwa, Pakistan. Data were collected through classroom observations across 14 classrooms at school, college, and university levels, complemented by reflective accounts from five ESL teachers. The findings indicate that translanguaging pedagogy supports Pashto sustainability by expanding its functional domains within formal education and legitimizing Pashto as a pedagogical and academic resource through teacher-led practices. Despite institutional and ideological constraints, teachers’ strategic use of Pashto challenges English-only norms and enhances student engagement and comprehension. The study highlights the need for institutional recognition and flexible language-in-education policies that support translanguaging as a sustainable approach to multilingual education.