Translanguaging pedagogy as seen through a critical literacy lens

Bibliographic Data

ID21757370
AuthorsVimbai Mbirimi-Hungwe (0000-0002-2018-5028, Sefako Makgatho Health Sciences University, corresponding author)
Year2022
Volume40
Issue4
Pages469-480
Publication date2022-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSouthern African Linguistics and Applied Language Studies (JOURNAL)
Journal identifiersISSN: 1607-3614 • E-ISSN: 1727-9461
PublisherNational Inquiry Services Center (NISC) (PUBLISHER)
DOI10.2989/16073614.2022.2077226
OpenAlexW4297990326
LanguageEN
Citations received1
References cited28

This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority

Critical literacy · Literacy · Pedagogy · Physics · Sociology · Through-the-lens metering · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching