The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education

Abstract

The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students’ transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students’ pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students’ reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.