Translanguaging as an effective pedagogical tool for teaching English second language short stories in selected township high schools

Abstract

Studies have shown an increase in adopting bilingual teaching methods like translanguaging, driven by the belief that incorporating learners’ native language skills enhances their proficiency in a second or subsequent language. This shift is motivated by the desire to move away from teaching approaches that favour a monolingual perspective, where only English is used in the classroom. This study aims to explore how teachers of English as a Second Language (ESL) utilise translanguaging. This method recognises that bilingual or multilingual individuals can draw from their entire linguistic repertoire to make meaning and communicate effectively when teaching and learning short stories in schools that are multilingual and culturally diverse, particularly in township settings, to move away from approaches that favour monolingual practices. This qualitative research study used questionnaires and classroom observations to assess the impact of translanguaging on ESL education. In line with sociocultural theory, the study emphasises how translanguaging improves English literature learning. The findings revealed that ESL teachers were reluctant to incorporate translanguaging practices due to the expectations of their institutions and their perception that it could hinder students’ exposure to the target language. Therefore, the study recommends that the Department of Education design curriculum frameworks that include translanguaging as a core component and offer continuous professional development opportunities focused on translanguaging for current teachers.