Enhancing the quality of students’ academic literacies through translanguaging

Datos Bibliográficos

ID12112580
AutoresThoko Batyi (0000-0002-1702-7053, Nelson Mandela University, Port Elizabeth, South Africa, autor de correspondencia)
Año2022
Volumen35
Número3
Páginas303-316
Fecha de publicación2022-07-03
Open AccessNo
TipoARTICLE
RevistaLanguage Culture and Curriculum (JOURNAL)
Identificadores de la revistaISSN: 0790-8318 • E-ISSN: 1747-7573
EditorialRoutledge (PUBLISHER • GB)
DOI10.1080/07908318.2022.2076865
OpenAlexW4286492239
IdiomaEN
Citas recibidas6
Referencias citadas18

After apartheid, English became the lingua franca in South Africa and African-language speakers continued to be marginalised despite laws attesting to the equality of African languages. This article describes an attempt to rectify the effects of this marginalisation using translanguaging to improve students’ academic literacies and pass rates at an English-medium university. Bilingual tutorials were conducted in English and isiXhosa, which were the students’ languages. The translanguaging approach was based on the idea that bi/multilinguals benefit from bi/multilingual pedagogic practice. Translanguaging expanded the students’ linguistic repertoires by including in it the strategies that they needed to develop their literacies. Data were collected from a questionnaire and interviews. The students confirmed that learning was easier for them when translanguaging was used and the desired learning outcome was achieved. The findings suggested that translanguaging is crucial for bi/multilingual students. Hence, it is being maintained for non-English undergraduates at the university

Lingua franca · Linguistics · Mathematics education · Multilingualism · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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