Beyond Literal Borders: The Impact of Translanguaging on L2 English Idiomatic Competence Among Pashto and Urdu Speakers

Abstract

Achieving advanced communicative competence in a second language (L2) requires mastery beyond literal vocabulary, extending deep into the nuanced realm of idiomatic and figurative language. This paper investigates the impact of translanguaging practices on the acquisition of L2 English idiomatic expressions among Pashto and Urdu native speakers in the plurilingual educational context of Khyber Pakhtunkhwa, Pakistan. Drawing on data from receptive (Vocabulary Levels Test, C-Test) and productive (Discourse Completion Test, Role Play, Oral Interview) linguistic assessments, this study examines how cross-linguistic similarity between the first language (L1) and L2 influences initial idiom comprehension, and how context-rich translanguaging interventions affect long-term retention. Current literature confirms that translanguaging positively influences idiomatic knowledge primarily through cross-linguistic activation and enhanced vocabulary comprehension. While identical L1-L2 idioms offer a significant pre-learning advantage, context-embedded instruction ultimately benefits L2-specific idioms the most. This study provides robust empirical evidence supporting the systematic integration of learners' complete linguistic repertoires in English language teaching classrooms.