Navigating a Course for Enhanced Pedagogic Trends: A Survey on the use and Acceptability of ‘Translanguaging’ Techniques in a South African Context

Abstract

The paper explores translanguaging patterns within a South African setting in general, and within the Xitsonga classrooms at M.L Nkuna High School in particular. A qualitative approach was employed, and a case study design was adopted. The purpose of the research was to track translanguaging patterns within Xitsonga lessons in order to improve the performance of learners who use Xitsonga as a home language. It sought to clarify the impact of translanguaging in the process of teaching and learning of Xitsonga Home Language at the school in question, to explore how the concept of translanguaging served to improve or hinder the teaching and learning of Xitsonga at the school, and whether or not, teachers are effectively using translanguaging within the School (GET) classrooms. This, however, was carried out with the learners’ linguistic background in mind. The study found that teachers are not familiar with translanguaging and they do not see translanguaging as a mechanism that can help in improving the performance of learners in Xitsonga. It was also discovered that translanguaging is not used effectively in classrooms despite the evidence that some learners are doing Xitsonga at school as home language, while at home a different language is spoken. Also, the occurrence of translanguaging patterns is poor. Therefore, translanguaging is not effectively used to enhance the teaching and learning of Xitsonga Home Language at M.L Nkuna High School.