Impact of translanguaging as pedagogical practice on literacy levels among grade one literacy learners in Lundazi district, Zambia.
Date
2021
Authors
Nyimbili, Friday
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Zambia is a multicultural and multi-ethnic nation with 73 ethnic groups which equate to 73
languages spoken across the country while 7 languages are used as medea of instruction for
the first four years in the primary schools. The policy has been criticised as being monoglossic.
Studies in Zambia have also shown that monolingual language practices are a major cause for
poor literacy levels in Zambia. Therefore, this study assessed the impact of translanguaging
as pedagogical practice on literacy levels among Grade One learners in multilingual
classrooms of Lundazi District of Zambia. The study was guided by four objectives: 1) to
assess the differences in literacy performance between pupils who have been subjected to
translanguaging and those who have been subjected to monolingual language practices, 2) to
establish the benefits of translanguaging pedagogical practices in a Grade One multilingual
classroom, 3). to analyse the translanguaging practices in a multilingual Grade One literacy
class of Lundazi District, and 4) to establish challenges teacher and pupils faced when
teaching/learning literacy through translanguaging pedagogical practices. The study was
guided by the Three Language Orientations Theory, Critical Discourse Analysis Theory and
Bernstein’s code and pedagogical discourse theory. The study adopted the pragmatism
paradigm and employed a multiphase stage design. The study involved two classes and one
teacher. An experimental class was treated with translanguaging practices while the second
class was a control class. One teacher taught literacy in the two classes and the sample was 83
participants broken down as 41 pupils per class who wrote the pre and post-tests as well as
one teacher. Standardised regional tests were used to collect data from the two classes while
classroom observation, field notes and interviews with the teachers were used to collect
qualitative data. Quantitative data from the tests was analysed using SPSS version 21 and a
Levene’s test provided the means and compared them to understand the significance of the
results in the study. Qualitative data was analysed thematically. The study findings revealed
that the Post experimental test results showed higher average mean scores for the experimental
group (M=15.10) than the control group (M=11.71). The Cohen’s d=0.98 for the post-test
showed the large effect size above .8. The performance of learners in the experimental group
ii
was significantly different from the control group [t (52.960 = 4.454, p<0.001]. Thus, the
difference in literacy performance can be attributed to the translanguaging practices which
were used to teach literacy in the experimental class. This means that translanguaging led to
increased learner performance while monolingual language practices negatively affected
learner’s literacy performance. Additional results showed that as a result of translanguaging,
there was increased learner classroom participation, multiliteracy development, cultural
preservation and learners’ identity affirmation. Translanguaging practices used included
translation, code mixing and multimodal learning materials increased learner participation.
Challenges included mismatch between the language of instruction and dominant learner’s
familiar languages, rigidity of the language policy which was based on monolingualism and
monolingual based assessment. The study concluded that translanguaging practices in the
Lundazi multilingual classes improved learner academic achievement. Thus, the study
recommended that there was need to adopt translanguaging pedagogical practices since they
have proved to be more beneficial in multilingual classes than the current monolingual
practices which have brought about consistent low literacy levels. The study also
recommended that there is need for the government to increase the number of zonal languages
beyond the seven languages because some zonal languages are not mutually intelligible with
some dominant languages such as Tumbuka of Lundazi District.
Key words: translanguaging, pedagogical practices, literacy, Lundazi District.
Description
Thesis
Keywords
Translanguaging (Linguistics). , Translating and interpreting. , Education, Bilingual. , Language and languages--Study and teaching.