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Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools
Thesis (PhD (Learning Support Guidance and Counselling))--University of Pretoria, 2024.
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University of Pretoria
2025
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| _version_ | 1867613639876280320 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Learning Support Guidance and Counselling))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100427 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:20.633Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100427 Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools Omidire, Margaret Funke kgaboclifford@gmail.com Dihangoane, Clifford Kgabo UCTD Sustainable development goals (SDGs) Translanguaging Superdiversity Multilingualism Inner-city schools Inclusive communication English second language (ESL) Thesis (PhD (Learning Support Guidance and Counselling))--University of Pretoria, 2024. This study explored translanguaging as leverage for developing inclusive communication in the superdiversity contexts of inner-city schools where the LoLT is English. Superdiversity contexts are communities, especially cities, that are diversified in terms of language, ethnicity, religion, race, countries of origin, socioeconomic status, education levels, and migration history. The aim was to understand the facilitation of teaching and learning in these contexts and explore the use of translanguaging as a support strategy to develop inclusive communication and enhance learning. The study employed sociocultural and experiential theories and a qualitative research approach. The participants were eight teachers and thirty-three learners from two inner-city schools in Pretoria. Data was collected through semi-structured interviews, focus groups and workshop reflections and analysed using inductive thematic analysis. The main findings included participants' awareness of the pedagogical benefits of translanguaging, such as concept clarification, heightened motivation and interest in the subject, learner engagement, improved academic performance, acknowledgement of learner identity, inclusive communication, learning and acceptance of language and cultural differences, improved learner-teacher relationship, and an improvement in the sense of belonging. Overall, teachers welcome the use of translanguaging, but they are sceptical about the implementation processes. Most learners believe the development of English is important as they regard it as an economic language which will assist them in securing employment and interacting on a global scale. These profound pedagogical issues may help comprehend how translanguaging can be implemented in superdiverse contexts, consequently bridging the gap between philosophy and practice. This study provides valid inputs on the implementation of translanguaging methods in the classrooms in developing inclusive communication. UP Bursary Educational Psychology PhD (Learning Support Guidance and Counselling) Unrestricted Faculty of Education SDG-04: Quality Education 2025-02-03T10:29:34Z 2025-02-03T10:29:34Z 2025-04 2024-11 Thesis * A2025 http://hdl.handle.net/2263/100427 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable development goals (SDGs) Translanguaging Superdiversity Multilingualism Inner-city schools Inclusive communication English second language (ESL) Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title | Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title_full | Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title_fullStr | Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title_full_unstemmed | Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title_short | Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools |
| title_sort | translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner city schools |
| topic | UCTD Sustainable development goals (SDGs) Translanguaging Superdiversity Multilingualism Inner-city schools Inclusive communication English second language (ESL) |
| url | http://hdl.handle.net/2263/100427 |