The utilisation of translanguaging for learning and teaching in multilingual primary classrooms

Abstract

Abstract This article reports on the outcome of utilising a multilingual strategy that promotes translanguaging to support primary grade learners and the enablers and constraints of the implementation of such strategies. Purposive sampling was used to select two schools. Grade 5 and 6 learners (N = 162) and their teachers (N = 3) participated in the study. Qualitative research approach was employed and data was collected using classroom observations, semi-structured interviews, document analysis and storyboards. Data was analysed thematically and categorised. It was found that the enablers of translanguaging included a non-threatening and safe environment. Teachers’ positive attitude, the accessibility of the translated materials and the learners’ sense of pride due to acknowledgement and use of their home languages during lessons. The constraints included inadequate resources, limited lesson time, complexity of some of the home languages, limited experience of the teachers using a multilingual approach and existing socio-economic factors. Future longitudinal research is required to explore the impact of the strategy on the academic performance of the learners.