Harnessing translanguaging pedagogy: evidence from Ukrainian refugee learners constructing inclusive learning environments in EMI science education at a Polish university

Abstract This study explores how translanguaging impacts student engagement and understanding in an EMI science course among Polish and Ukrainian students at a Polish university. It deploys sociocultural discourse analysis to explore instances of classroom interaction within subject-specific classes where translanguaging occurs. This methodology highlights language as a collaborative social resource for constructing knowledge. It involves analyzing genuine interactions among students as they collaborate to complete a task. Qualitative analysis of classroom interactions shows that translanguaging makes complex concepts more accessible, supports meaning negotiation, boosts confidence, and reduces cognitive load. Allowing students to use their fluid repertoires fosters richer discussions and clearer expression, enhancing communication and comprehension. The findings highlight translanguaging’s pedagogical value in supporting linguistic diversity and promoting active participation, aligning with culturally responsive teaching principles that view students’ linguistic resources as assets. The research notes challenges, e.g., language hierarchies and the need for balanced proficiency across languages. For educators, the study recommends creating inclusive environments that celebrate linguistic diversity and develop academic language skills. Overall, embracing translanguaging improves academic performance, fosters a sense of belonging, and teaches refugee students how to value and leverage their linguistic assets to enhance engagement, understanding, and inclusivity in EMI contexts.