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Perceptions of translanguaging among English teachers in township primary schools
Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613468135260160 |
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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 | © 2019 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 | Dissertation (MEd (Curriculum and Instructional Design and
Development))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80990 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:37.472Z |
| 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:2263/80990 Perceptions of translanguaging among English teachers in township primary schools Genis, Gerhard shiny.whineyo@gmail.com Aung, Shine UCTD Translanguaging Multilingualism Bilingualism English home language English first additional language (EFAL) Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2021. The implication of South Africa’s multicultural and linguistic diversity is that many learners have a home language that is not their language of instruction. 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. 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. In South Africa, there is also a preference for learning through the medium of English, due to its global status and common use by the workforce. This preference is not only shown by teachers and learners themselves but also by parents who prefer that their children learn through the medium of English. 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 township 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: What are the perceptions of translanguaging amongst English teachers in township primary schools? And why do teachers perceive translanguaging in this way? The research participants included seven English-language teachers from Grades 4, 5, 6 and 7. All these participants were selected purposively, and their participation was voluntary. Data were collected qualitatively through semi-structured interviews, focus group discussions, classroom observations and documentation. The conclusion from the study is that teachers viewed translanguaging as an effective strategy within their Home and First Additional English-language classrooms. Teachers from both schools instinctively implemented translanguaging on a daily basis. Translanguaging within both schools did not occur only as a pedagogical practice but also as a sociolinguistic phenomenon. What was evident from the findings were the many acts of unplanned and spontaneous translanguaging which took place within the classrooms. These findings were generated through accounts that teachers gave during interviews, during classroom observations of their lessons and, through analysis of lesson plans. The unplanned acts of translanguaging confirmed that teachers were willing to implement translanguaging, which in turn influenced their perceptions of translanguaging. What was also evident was that many of the social circumstances, which teachers and learners within this community faced on a regular basis, influenced how translanguaging was implemented. mi2026 Humanities Education MEd (Curriculum and Instructional Design and Development) Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2021-07-27T08:38:35Z 2021-07-27T08:38:35Z 2021-09 2021-06 Dissertation * S2021 http://hdl.handle.net/2263/80990 en © 2019 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 Multilingualism Bilingualism English home language English first additional language (EFAL) Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Perceptions of translanguaging among English teachers in township primary schools |
| title | Perceptions of translanguaging among English teachers in township primary schools |
| title_full | Perceptions of translanguaging among English teachers in township primary schools |
| title_fullStr | Perceptions of translanguaging among English teachers in township primary schools |
| title_full_unstemmed | Perceptions of translanguaging among English teachers in township primary schools |
| title_short | Perceptions of translanguaging among English teachers in township primary schools |
| title_sort | perceptions of translanguaging among english teachers in township primary schools |
| topic | UCTD Translanguaging Multilingualism Bilingualism English home language English first additional language (EFAL) Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/80990 |