Translanguaging as leverage for developing inclusive communication in superdiverse contexts of inner-city schools

Abstract

This article reports on the findings of using translanguaging as leverage for developing inclusive communication in superdiverse contexts of inner-city South African schools, where English is the language of instruction. The study employed sociocultural and experiential theories and a qualitative research approach. Purposive sampling was used to select the two participating schools. The participants comprised eight teachers and 33 learners from two inner-city secondary schools in Pretoria, Gauteng province, South Africa. Data were gathered through classroom observations, focus group discussions, semi-structured interviews, and workshop reflections and were examined using inductive thematic analysis. The findings revealed participants’ awareness of the pedagogical benefits of translanguaging for concept clarification, heightened motivation and interest in the subject, learner engagement, and improved academic performance. Furthermore, there was an acknowledgement of learner identity, inclusive communication in learning, and acceptance of language and cultural differences with improved learner-teacher relationship. Some teachers were sceptical about the implementation processes, while most learners enjoyed translanguaging and benefited from it, as opposed to monolingual English classes. Challenges of raising teacher awareness of the benefits of translanguaging and implementation can be addressed using distance education for teacher professional development of in-service teachers. Future research is required to explore the integration of translanguaging methods with assessment activities and the model for support through distance learning avenues.