Cognitive Transference through Play-Based Translanguaging in Multilingual Classrooms: A Novel Intervention in Rural Telangana

Abstract

This study looks at the effects of a play-based, translanguaging program on the thinking, language, and social skills of students in Urdu-medium government primary schools in rural Telangana. The 8-week program used structured language games, visual tools, and support from the students' native languages to improve understanding and expression in science and environmental studies for Grades 4 and 5. A total of 96 bilingual students took part. Results from the numbers showed a big improvement in understanding (mean gain = 23. 8%, p < 0. 001) and remembering words (mean gain = 21. 2%). Heatmap analysis and watching how language is used showed better teamwork, speaking fluency, and learning content. A new "Circle Play–Bridge Model (CPBM)" is suggested, which explains how learning happens in a cycle using multiple languages in casual classroom settings. The study also talks about how this can help in achieving the goals of the National Education Policy in early learning.