The Utilisation of Translanguaging for Learning and Teaching in Multilingual Primary Classrooms

Autor/inn/en	Omidire, Margaret Funke; Ayob, Sameera
Titel	The Utilisation of Translanguaging for Learning and Teaching in Multilingual Primary Classrooms
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 41 (2022) 1, S.105-129 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Omidire, Margaret Funke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2020-0072
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; Socioeconomic Status; Native Language; Code Switching (Language); Longitudinal Studies; Safety; Positive Attitudes; Teacher Attitudes; Language Usage; Elementary School Students; Grade 5; Grade 6; Classroom Communication; Translation; Instructional Materials; Academic Achievement; Language Role; English (Second Language); African Languages; Foreign Countries; Audio Equipment; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sicherheit; Lehrerverhalten; Sprachgebrauch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Klassengespräch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01