Translanguaging in the classroom
A strategy for English First Additional Language learning
Bibliographic Data
| ID | 21757134 |
|---|---|
| Authors | Petronella Nondumiso Nompilo Machimana (0000-0002-6830-0515, University of Pretoria, corresponding author), Gerhard Genis (0000-0002-6097-5681, University of Pretoria) |
| Year | 2024 |
| Volume | 42 |
| Issue | sup1 |
| Publication date | 2024-12-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Southern African Linguistics and Applied Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1607-3614 • E-ISSN: 1727-9461 |
| Publisher | National Inquiry Services Center (NISC) (PUBLISHER) |
| DOI | 10.2989/16073614.2024.2387610 |
| OpenAlex | W4404619664 |
| Language | EN |
| Citations received | 4 |
| References cited | 34 |
This article explores learners’ experiences of using translanguaging as a strategy for learning English as a First Additional Language by examining the opportunities and barriers associated with it. We followed a qualitative research design and conducted six focus group discussions with 44 multilingual learners who participated in after-school peer-tutoring programmes. These learners came from township schools in Gauteng province, South Africa. An inductive thematic approach was used to analyse the data. The findings of the study indicate that translanguaging acts as a tool for meaning-making and identity construction, thereby affirming learners’ linguistic fluidity. However, mismatches between teachers’ and learners’ home languages and monolingual school practices were identified as barriers to translanguaging. We argue that failure to include indigenous languages in educational systems is an act of curricular inequality that causes alienation as learners struggle to find their voice in a monolingual learning environment. The promotion of indigenous languages is a vehicle for inclusion of all learners in the school system as multilingualism facilitates greater opportunity for these learners to have their voices heard. We maintain that the valorisation and acknowledgement of all languages as legitimate sources of knowledge could have far-reaching benefits for education and could enhance nation building
Linguistics · Mathematics education · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Translanguaging
How to use and assess qualitative research methods
Moving out of linguistic boxes
Translanguaging in Bilingual Education
Ubuntu translanguaging
Pedagogical Translanguaging and Its Application to Language Classes
Not a First Language but One Repertoire
Translanguaging in the Bilingual Classroom
Toward good practice in thematic analysis
Translingual Practice as Spatial Repertoires
Transpositioning
Translanguaging pedagogy as seen through a critical literacy lens
Translanguaging in the classroom
Theories of trans/languaging and trans-semiotizing
Students’ Voices on How Indigenous Languages Are Disfavoured in South African Higher Education
Translanguaging in School Contexts
Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Translanguaging in the context of mainstream multilingual education
Translanguaging mediating reading in a multilingual South African township primary classroom
Translanguaging as a Practical Theory of Language
Identity negotiation in a super-diverse community
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |