The impact of translanguaging practices in multilingual classrooms in South Africa: The case of Diepsloot

Abstract

This study aims to investigate the impact of translanguaging practices on multilingual classrooms in Diepsloot, Gauteng Province, South Africa. Specifically, this research seeks to understand how teachers perceive and implement translanguaging as a pedagogical strategy to address present linguistic diversity in classrooms. Using translanguaging theory, data are collected through interviews with a sample of teachers to explore their experiences and insights regarding translanguaging practices. This study found that translanguaging significantly enhances communication and comprehension among learners, fostering a more inclusive learning environment. It revealed that teachers utilise translanguaging to facilitate understanding across different languages, thereby promoting engagement and participation among learners from diverse linguistic backgrounds. The findings highlighted the importance of integrating translanguaging into teaching methodologies to better accommodate the linguistic needs of all learners. It was recommended that further research be conducted to explore the broader implications of translanguaging in different educational contexts.