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The utilisation of translanguaging for learning and teaching in multilingual primary classrooms
Thesis (PhD)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613681567662080 |
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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 | © 2020 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)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78494 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:00.824Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/78494 The utilisation of translanguaging for learning and teaching in multilingual primary classrooms Omidire, Margaret Funke u96145758@tuks.co.za Ayob, Sameera UCTD Translanguaging multilingual classrooms first language learning and teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2020. There is a need to move away from the negative perceptions of African languages, and towards accepting the first language as an asset. Literature confirms the issues of language policies and practices in South African schools, as well as the predominant socio-economic challenges as contributing factors affecting learners and teachers in multilingual classrooms. Over the last decade, a concrete theoretical foundation of translanguaging as a pedagogy has expanded and gained momentum. Accepting the use of multiple languages to co-exist in multilingual classrooms, translanguaging has been recognised worldwide. The purpose of the study was to gain an in-depth understanding of how teachers manage translanguaging and how learners in multilingual classrooms learn by using home languages, to facilitate the learning and teaching process. From a qualitative mode of enquiry influenced by the interpretive philosophy and a conceptual framework grounded in the socio-cultural theory and asset-based approach; translanguaging practices were introduced in two schools to potentially understand how it affects learning and teaching practices in multilingual classrooms. Participants included the English teachers and Grade 5 and Grade 6 learners using their first languages alongside English. Data was collected qualitatively through classroom observations, semi-structured interviews, worksheets and storyboards. Thematic data analysis was applied to the gathered data. The study established that the inclusion of first languages mediated the process of learning and teaching and provided guided support to accommodate academic development in multilingual classrooms. Findings revealed the positive attitude and emotions of the learners towards translanguaging, and the consequent appeal for more translanguaging lessons since the strategy informed better understanding. Moreover recommendations included that policy should incorporate teacher training to facilitate translanguaging practices in multilingual classrooms. As solutions to support translanguaging, policy ought to recognise strategies that value the importance of first language as a resource to be implemented in multilingual classrooms. Furthermore, educational psychologists understanding of the systemic needs of all parties involved, and developing proactive support strategies to be initiated in schools as potential learning and teaching methods is recommended. Further studies should include expanding on a comparative and longitudinal research to gain a profound understanding of the effects of translanguaging as pedagogy. es2026 Educational Psychology PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2021-02-12T09:37:31Z 2021-02-12T09:37:31Z 20/10/02 2020 Thesis Ayob, S 2020, The utilisation of translanguaging for learning and teaching in multilingual primary classrooms, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78494> S2020 http://hdl.handle.net/2263/78494 en © 2020 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 multilingual classrooms first language learning and teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title | The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title_full | The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title_fullStr | The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title_full_unstemmed | The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title_short | The utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| title_sort | utilisation of translanguaging for learning and teaching in multilingual primary classrooms |
| topic | UCTD Translanguaging multilingual classrooms first language learning and teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/78494 |