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Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools
Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2024.
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University of Pretoria
2025
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| _version_ | 1867613466577076224 |
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| access_status_str | Open Access |
| author2 | Genis, Gerhard |
| author_browse | Genis, Gerhard |
| author_facet | Genis, Gerhard |
| 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 (Curriculum and Instructional Design and Development))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100567 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:35.732Z |
| 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:2263/100567 Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools Genis, Gerhard shiny.whineyo@gmail.com Aung, Shine UCTD Translanguaging space Multilingualism Language in education Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2024. The implication of South Africa’s multicultural and linguistic diversity is that many learners’ home language is not their language of instruction in school. Research has indicated that children learn best in their home language (UNESCO, 2020). In South Africa, however, language is seen as one of the biggest barriers to teaching and learning, as PIRLS 2021 results indicate that 81% of Grade 4 learners cannot read for meaning. In the historical context of South Africa’s divided past, equal educational opportunities are still not afforded to every learner, with many learners learning in a language in which they are not yet proficient. Due to globalisation, multilingualism in education has become a major point of discussion in relation to research in education. Translanguaging, which is how multilingual speakers use more than one language in their everyday communication with others, is questioning ‘monolingual practices and ideologies worldwide’ (Makalela, 2013). This study was conducted in two Quintile 1 primary schools in Eersterust, which is a Coloured township situated west of Mamelodi in the Tshwane South District. The study aimed to answer the following research questions: How does implementing a translanguaging space as an intervention improve learners’ ability to engage with the content taught? And. Is there a difference in learner performance after a translanguaging intervention is administered? The research participants included Grade 3 learners, who took part in a translanguaging intervention. Data generation in this study included drawings and written products created by learners during the intervention sessions, and the results from a pre-test and post-test, as well as post-test questionnaires. The results indicated that learners were able to represent their understanding of reading passages more clearly through their drawings than in their writing. However, learners displayed creativity and criticality in both their drawings and writings. The creation of translanguaging spaces allowed learners to harness their cultural backgrounds and personal histories during the act of learning. Although the post-test results did not yield significant statistical evidence for improvement in learning outcomes, the creation of a translanguaging space or ‘third space’ was transformative in nature for participating learners, the classroom teachers, and the researcher who observed the intervention. Humanities Education PhD (Curriculum and Instructional Design and Development) Unrestricted Faculty of Education SDG-04: Quality Education 2025-02-06T08:00:57Z 2025-02-06T08:00:57Z 2025-04 2024-07 Thesis * A2025 http://hdl.handle.net/2263/100567 https://doi.org/10.25403/UPresearchdata. 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 Translanguaging space Multilingualism Language in education Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title | Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title_full | Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title_fullStr | Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title_full_unstemmed | Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title_short | Designing a translanguaging space within a remedial reading programme at Quintile 1 primary schools |
| title_sort | designing a translanguaging space within a remedial reading programme at quintile 1 primary schools |
| topic | UCTD Translanguaging space Multilingualism Language in education |
| url | http://hdl.handle.net/2263/100567 https://doi.org/10.25403/UPresearchdata. |