From ‘English-only’ to translanguaging strategies: Exploring possibilities

Nangura Mwinda · Christa van der Walt

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This article investigates English language proficiency development in a rural primary school in the Kavango region of Namibia. English is the language of instruction in most schools in Namibia from fourth grade onwards. In addition to other challenges, lack of adequate proficiency in English has been identified as one of the major barriers to learning. Current research on translanguaging demonstrates that purposeful use of translanguaging supports learning. The aim of this article is to argue that a contextual analysis and a test of learners’ proficiency in their dominant language and in English are essential when deciding on translanguaging strategies. This may lead to possible ways in which translanguaging can improve the English language proficiency of rural primary learners in an environment where the language is hardly heard or spoken outside the classroom. The paper argues that translation, and preview – view – review strategies are some of the translanguaging teaching strategies that could be used as resources for building English vocabulary.

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References

2009Bilingual education in the 21st century: a global perspective 1994Foundations of Bilingual Education and Bilingualism 2006Language Policy Hidden Agendas and New Approaches 1993Reexamining English Only in the ESL Classroom 2012Translanguaging: developing its conceptualisation and contextualisation 2011Multilingualism: a critical perspective 2010Multilingualism : A Critical Perspective 2005A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom.

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2022Translanguaging for multiliteracy development: pedagogical approaches for classroom practitioners 2022Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices 2016Translanguaging as an approach to address language inequality in South African higher education: summary writing skills development 2022Namibian teachers’ practices in a multilingual context 2022Language practices in Namibian primary schools

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