A Systematic Literature Review of the Feasibility of a Translanguaging Pedagogy in the Foundation Phase

Ameera Carrim · Sibhekinkosi Anna Nkomo

15 citations0/0 files storedJournal of Languages and Language Teaching

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

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

Abstract

Many South African educational contexts, including the Foundation Phase are linguistically diverse. However, this diversity is not mostly catered for as evidenced by the prevalent monoglossic ideologies. This has resulted in low literacy levels in South Africa, which indicate a poor literacy foundation and limit learners’ ability to learn effectively and excel academically. Over the past decade, a number of literacy intervention programmes have been implemented at national and provincial level, but the impact has been minimal. There is need to explore and adopt other approaches to literacy development such as the translanguaging pedagogy which has been reported to be successful in other phases of education. However, there has not yet been studies that report on translanguaging undertaken at Foundation Phase in South Africa. Thus, this study explored the feasibility of a translanguaging pedagogy in the Foundation Phase to develop literacy for multilingual English first additional language learners. Through a systematic review, translanguaging studies conducted between the years 2015-2022 in South Africa and internationally were reviewed and analysed using a thematic analysis approach. Finding from this study reveal that learners’ home language should be considered as a resource for attaining deeper levels of meaning. By adopting a translanguaging approach, teachers can enhance multilingual learners’ literacy skills through strategies such as home-languaging, translation, juxtaposing languages and the flexible and dynamic use of the multimodal semiotic repertoire. However, future research is recommended to investigate the application of this pedagogy in the Foundation Phase classrooms in South Africa.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 15 citations exist upstream.

References

2006Using thematic analysis in psychology 2009Bilingual education in the 21st century: a global perspective 2017Translanguaging as a Practical Theory of Language 2009Producing a systematic review.2010Bilingual education in the 21st century: a global perspective 2006Disinventing and Reconstituting Languages 2014Language, Bilingualism and Education 2016Understanding Thematic Analysis and its Pitfall

Cited by

2024Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education 2023The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms 2023Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms 2026Translanguaging as Ontological Praxis and the Reconstitution of Educational Subjectivities 2023The Minibus Taxi Industry’s Communication Strategies in Dealing with Linguistic Diversity on the Way to Business Leadership: The Case of South Africa

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.