A Translanguaging Investigation of International Students Experience with Urdu and English as their non-native Language in a Private University in Lahore

Abstract

International students face many challenges when studying abroad. This study assesses the socio-psycholinguistic dynamics of foreign students at a Pakistani university. The population for this study consists of foreign university students studying at a Pakistani university. The study's sample is drawn from university students. This research examines the socio-psycholinguistic dynamics that non-native university students encounter in a Pakistani classroom where English and Urdu are the main teaching languages. The study highlights the mutually reinforcing link between language and social interaction, highlighting how individual origins, linguistic varieties, and sociocultural environments affect language acquisition success. This study aims to uncover the intricacies of language learning in a multicultural classroom by examining the psychological and sociocultural challenges foreign students face, including identity issues, communication difficulties, and feelings of loneliness. To better understand the lived experiences of international students and offer recommendations to improve their integration and learning outcomes, the study uses a quantitative research approach and a Likert scale to collect data. The results likely help teachers better understand the varied requirements of non-native students and promote a more welcoming classroom environment that considers students' diverse language and cultural backgrounds. Ultimately, this study advances our knowledge of how language, identity, and social dynamics interact in higher education environments.