Exploring the transformative potential of translanguaging in a multilingual Grade 4 Natural Science classroom in Johannesburg

Abstract

Increased trans-border movements as a result of the emergence of a global village have significantly influenced the diversity of cultures and languages in most South African schools. This strain is magnified by the latest 2019 Trends in International Mathematics and Science Study (TIMSS) and 2021 Progress in International Reading and Literacy Study (PIRLS) results which highlight the underachievement of learners in reading comprehension, Mathematics and Science. Analysts of both assessments have suggested that the low performance is caused, chiefly, by the misalignment between learners’ home languages and the medium of instruction. Despite these suggestions, the pedagogical approach for these learners continues to adhere to a monolingual framework. Through a mixed-method approach, the current study sought to explore the transformative potential of translanguaging in the teaching and learning of Natural Science in a multilingual grade 4 classroom in Johannesburg. The mixed-method design involved both quantitative (3 tests- language proficiency test, Pre-and Post-tests) and qualitative (interviews) data to understand the phenomena of translanguaging and how it affects learners’ academic performance. A sample of 40 learners were divided into two groups (the control and experimental) which were used to compare the results of the effects of translanguaging, and further insights were gathered from the teacher and the parents through interviews. Both groups participated in the English Proficiency test, the pre-and post-test tests to measure their academic progress in English. The experimental group received intervention through translanguaging pedagogical approaches. This approach deliberately intertwined learners' home languages with English in the learning process. R- computing software was used to analyse quantitative data, while interview responses were analysed through Glaser and Laudel's model of grounded theory. The paired t-test revealed statistically significant differences in post-test performance between the groups, favouring the experimental group. Data from classroom observations and semi-structured interviews with participants further exposed the personal thoughts of participants suggesting that the translanguaging intervention positively impacted learners' academic performance, providing them with a valuable bridge between their home languages and the language of instruction. This study's findings offer compelling evidence that when implemented in multilingual classrooms, translanguaging pedagogies enable educators can leverage learners' existing linguistic resources, fostering deeper understanding and ultimately improving academic outcomes.