CURRENT RESEARCH 

Traditional language teaching methods have long assumed that learners are monolingual, often overlooking the rich diversity of their linguistic backgrounds and the untapped potential of their existing language knowledge. Our research focuses on bridging this gap by comparing traditional monolingual (ML) teaching methods with an innovative multilingual approach called pedagogical translanguaging (PTL). Pedagogical translanguaging is an educational approach that integrates learners' entire linguistic repertoire. It empowers learners to draw on their existing knowledge and make meaningful connections between their known languages through analogical reasoning (Gentner, 1983; Cummings, 1996). This method has been shown to effectively enhance morphological awareness, particularly in bilingual children, as it leverages the interplay between languages to develop deeper linguistic understanding (García, 2009). Our study explores whether this promising approach can be successfully applied in the unique context of adult migrants. These individuals often come from linguistically diverse backgrounds, presenting both challenges and opportunities for innovative teaching methods like PTL. By incorporating insights from research on analogy, linguistic transfer, and translanguaging, we aim to uncover how multilingual strategies can transform language learning for this vulnerable group. This research has the potential to redefine traditional paradigms in language education, offering a more inclusive and effective framework for adult learners with diverse linguistic profiles. Through this, we seek to contribute to a more equitable and empowering learning environment for all language learners.