Organic translanguaging in Science classrooms: Perceptions of pre-service primary school teachers.

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dc.article.end-page132en_ZA
dc.article.start-page117en_ZA
dc.contributor.authorCharamba, E.
dc.date.accessioned2022-05-20T09:01:23Z
dc.date.available2022-05-20T09:01:23Z
dc.date.issued2020
dc.description.abstractIn spite of today’s science classrooms being linguistically diverse, languages are still kept separate during academic instruction with education policymakers and stakeholders emphasising language purism and a strict separation of languages in the classroom. The overarching aim of this article is to investigate science teachers’ perceptions regarding linguistic potential and language competence in relation to translanguaging strategies. The data presented consists of interview responses, lesson observations, and questionnaire responses from purposefully sampled 25 pre-service teachers at 6 different primary schools in South Africa. In analysing the data collected from the questionnaires, descriptive statistics were used to calculate the percentages of each Likert-type item in the questionnaire while qualitative data was analysed using structural coding. The present research findings corroborate previous research findings which affirm the pivotal role language plays in the science classroom and suggests teachers do away with ‘named languages’ through the use of students’ linguistic repertoire in the classroom. The study also shows how translanguaging assists science students and teachers in multilingual South African classrooms achieve voice and agency by challenging discourses otherwise framed in monolingual perspectives. Given the academic and social benefits as well as the fluid nature of a translanguaging approach, the study also recommends teachers to implement translanguaging pedagogy in their linguistically diverse multilingual science classes.en_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationCharamba, Erasmos (2020) Organic translanguaging in Science classrooms: Perceptions of pre-service primary school teachers. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 17 (7). pp. 117-132.en_ZA
dc.identifier.issn1823-884x
dc.identifier.urihttps://hdl.handle.net/10539/32914
dc.journal.issue7en_ZA
dc.journal.linkhttps://ejournal.ukm.my/ebangi/issue/view/1287en_ZA
dc.journal.titlee-BANGI: Jurnal Sains Sosial dan Kemanusiaanen_ZA
dc.journal.volume17en_ZA
dc.language.isoenen_ZA
dc.rights© The Author(s) 2020en_ZA
dc.schoolWits School of Educationen_ZA
dc.titleOrganic translanguaging in Science classrooms: Perceptions of pre-service primary school teachers.en_ZA
dc.typeArticleen_ZA
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