- Title
- Investigating teachers’ perceptions on translanguaging pedagogy in a multilingual intermediate ESL classroom: a comparative study of two primary schools in Namibia
- Creator
- Rheeder, Veneza Memory
- Subject
- Translanguaging (Linguistics)
- Subject
- Second language acquisition
- Subject
- Multilingual education Namibia
- Subject
- Primary school teachers Attitudes
- Subject
- Native language and education Namibia
- Subject
- Primary school teaching Namibia
- Date Issued
- 2023-10-13
- Date
- 2023-10-13
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/419760
- Identifier
- vital:71673
- Description
- International literature has tested the effectiveness of translanguaging as a pedagogic tool to enhance learning in a bilingual classroom; however, with the recent curriculum reform and education sector policy, there is no direct claim in the National policy frameworks on the prominence of translanguaging as an effective tool in classroom pedagogy in Namibian schools. This research attempted to investigate the role of translanguaging as a pedagogic tool to enhance learning in the multilingual intermediate English Second Language (ESL) phase as the Language of Learning and Teaching (LoLT) for the intermediate phase, Grades 4-7, in the Erongo Region, Namibia. The study is within the interpretive paradigm and adopts a qualitative methodology using a qualitative multi-case study approach of exploring and understanding differences and similarities between cases. Data collection consisted mainly of open-ended interviews and observations (purposive sampling) of the participating teachers. The research sites and study participants were purposely selected as both schools, diversely located in urban and rural contexts of the region, are enacting the National Language Policy as proposed. This entails using Mother Tongue Instruction (MTI) from Grades 0-3 and then transitioning to English-monolingual instruction from Grades 4 onwards. The study was designed to investigate the role of translanguaging pedagogy in enhancing learning in the Second Language (L2) classroom, without prejudice of social classes - the elite and marginalized communities. It investigated the extent to which teachers’ use of translanguaging pedagogy enhances ESL learning as the LoLT to intermediate phase learners transitioning from MTI to English-only instruction. The main theories underpinning this study are the Vygotskian and Translanguaging theories supported by Krashen and Cummins’ Cognitive Underlying Proficiency (CUP) Model. The outcomes of the study reveal that in both schools translanguaging was supported by content subject teachers and English LoLT teachers and that it positively contributed to improving learner understanding of important concepts in several subjects. However, Mother Tongue (MT) teachers did not support the use of translanguaging and believed that it slowed down the learning of English.
- Description
- Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (348 pages)
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Institute for the Study of Englishes in Africa
- Language
- English
- Rights
- Rheeder, Veneza Memory
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
- Hits: 801
- Visitors: 820
- Downloads: 59
Collections
RU Institute for the Study of English in Africa (ISEA)
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | RHEEDER-MED-TR23-63.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |