Translanguaging in a life science classroom at the University of Limpopo

Abstract

Translanguaging is an inevitable practice among multilinguals in a multilingual context. However, the South African education system is built on a singular language that is used as a medium of instruction, which in many cases has acted as a barrier to multilingual speakers whose languages are not the media of instruction. Nonetheless, the utility of multiple languages in classroom interactions has started to be viewed positively. This study set out to investigate the role of translanguaging in students’ understanding of Life Science concepts at the University of Limpopo. A case study design was adopted in the qualitative research paradigm. Following purposive sampling, data were collected from a lecturer and her first-year students enrolled for the BSc extended programme. Data were in the form of recorded lectures and group discussions that were conducted outside of class. Transcriptions of recorded data were made and subjected to classroom discourse analysis and conversation analysis. Translanguaging was adopted as a theoretical framework. The findings of the study indicated that translanguaging was used by the lecturer simply because of the multilingual environment, inter alia, to avoid certain terms as part of the African notion of respect. The findings further indicated that translingual practices were classifiable into directives, informatives, elicitation and commissives. Additionally, translanguaging was found to be used for purposes of explaining the subject matter. Moreover, translanguaging was found to be effective in creating rapport, acknowledging students’ linguistic repertoires and enhancing content knowledge. From the findings it is recommended that translanguaging be encouraged in multilingual classroom environments. It is recommended that translanguaging be utilised for pedagogical purposes. The planning of educational matter should also incorporate translanguaging. Recommendations for future studies include the adoption of other research paradigms. It is also recommended that future studies be conducted at other levels of study across different programmes.