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Title TRANSLINGUALISM AND IDENTITY SHIFT AMONG UNDERGRADUATE STUDENTS: A SOCIOPRAGMATIC STUDY

Author(s) Shoaib Khan

Abstract Through a focus on students’ linguistic practices in academic and social spheres, this study explores translingualism and identity shifts among undergraduate students. The study adopts a mixed-method approach to data collection. The researcher used a closedended questionnaire to obtain quantitative data, while unstructured interviews to collect qualitative data, helping to deeply understand students’ experience in translingual environments. The findings show how students’ language choices are closely linked to their changing identities. While Pashto represents cultural and familial identity, English is associated with professionalism and modernity, and Urdu acts as a bridging language that enhances inclusivity among diverse social groups. Translingual co-construction of knowledge through translingual styles (e.g. strategic language switching) became key means by which these students engaged with topics of academic and social interest and creatively collaborated with peers. They also explained that their ability to change according to the situation helps them reconcile the need for cultural preservation with their experiences of contemporary academic and professional demands. Yet, also identified were challenges, such as societal stigma, processing confusion resulting from constant switching of languages, and tension to maintain key features of the target language, underlining the complex nature of these translingual practices. This study empirically demonstrates how multilingual students work with languages in different contexts to negotiate identity; thus, it adds to sociopragmatic literature. It highlights the ability of translingualism to promote inclusivity, improve language acquisition, and prepare learners for success in a globalized environment. The research calls on educational systems to adopt translingual pedagogies, have positive dispositions towards multilingualism, and view linguistic diversity as a resource to enhance academic and social development.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2025-08-29

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