Translanguaging Mediating Reading in a Multilingual South African Township Primary Classroom

Autor/inn/en	Maseko, Khumbuzile; Mkhize, Dumisile N.
Titel	Translanguaging Mediating Reading in a Multilingual South African Township Primary Classroom
Quelle	In: International Journal of Multilingualism, 18 (2021) 3, S.455-474 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2019.1669608
Schlagwörter	Foreign Countries; Reading Instruction; Multilingualism; Grade 3; Elementary School Teachers; Elementary School Students; Code Switching (Language); Bilingual Students; African Languages; Language Usage; Language of Instruction; English (Second Language); Literacy Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Mehrsprachigkeit; Multilingualismus; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Monolingual oriented practices that largely dominated reading instruction in most multilingual African contexts in the twentieth century are increasingly being challenged in this century. Despite this, there remains a dearth of research on the concurrent use of more than one language during reading instruction in these contexts. In this qualitative study, we examined the reading practices of multilingual learners and one teacher in isiZulu and English in a Grade 3 classroom in an urban township primary school in South Africa. We adopted translanguaging as a theoretical lens through which we studied the reading events in the two languages. Data collection included classroom observations, audio recording of lessons, and semi-structured interviews with the teacher and the learners. Findings show that through translanguaging, the teacher and the learners were able to tap into a range of their communicative and linguistic resources and also drew on their social and cultural worlds to make sense of the texts. In addition, we found that despite this, there were constant conflicts and tensions between the teacher's discourses and actual practices. We conclude by recommending official recognition of multilingual pedagogical practices and multilingual policies that valorise learners' and teachers' multilingual practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01