Proceedings of the 8th International Conference on New Trends in Teaching and Education
Year: 2024
DOI:
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Experiences of Translanguaging in a Heterogeneous Classroom among Student Teachers: Improving Successful Pedagogy in South African Schools
Seabata Ambrose Mohatle, Sello Martin Blasé Mohlaloka
ABSTRACT:
The difficulties teachers confront as a result of monolingual practices in their heterogeneous classrooms will be discussed in this empirical study. When utilizing English as the primary language of instruction in the classroom, teachers struggle to teach topics effectively. This essay is grounded in sociocultural theory (SCT), which contends that SCT was created on the tenet that an individual is inherently a part of It argues that humans are social beings at their core and that their knowledge is their social environment. This suggests that cultural artifacts have an impact on people’s thoughts. Consequently, language use acts as the primary mediation medium. Internalization of knowledge is the result of interaction and communication with another person. The creation of internalized knowledge is facilitated by interaction, which includes language. It is through the voices of the teachers that we can have a clear understanding of the challenges they experience in language usage. Participatory action research was employed in this study, which uses qualitative research methodology. Focus group discussions were conducted with 10 fourth-year student teachers, using Discourse Analysis (DA) as a data gathering tool. The student teachers feel that learners participate and comprehend more when translanguaging is used in class. In light of the findings, the study suggests that translanguaging in diverse classrooms can improve participation, comprehension and good results. Undergraduate teachers believe that when translanguaging is employed in the classroom, learners engage and understand more. Translanguaging in diverse classrooms can enhance engagement, comprehension, and academic performance, according to the study’s findings.
keywords: Translanguaging, effective teaching, English medium, decoding