Practices of Translanguaging to Avoid English Speaking Anxiety in Secondary-Level Students

Abstract

This paper is an exploration of teachers’ knowledge about the causes of English speaking anxiety and its solutions focusing on the use of translanguaging pedagogy to reduce speaking anxiety and make the classes more interactive so that the students will be able to communicate in English. The data were gathered from the interviews of purposively selected five experienced English teachers of Butwal Sub- metropolitan City. The study revealed some ways of reducing the speaking anxiety. Among these the main focus was on the use of translanguaging pedagogy but it  was found to be keeping the teachers on dilemma of whether to teach English in the monolingual situation or to let students use their mother tongue when they really need it. The findings also suggest that the necessary use of Nepali language in the English classes makes the class more interactive and both students and teachers feel comfortable in communicating difficult concepts using Nepali in the classes. This paper will help the practitioners, curriculum designers and researchers on using translanguaging pedagogy which is not Grammar Translation Method which is out dated.