Translanguaging challenges faced by teachers and learners in first grade multilingual literacy classrooms in Zambia.
Date
2021-03
Authors
Nyimbili, Friday
Mwanza, David Sani
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal on Studies in English Language and Literature (IJSELL)
Abstract
The aim of this study was to establish challenges teachers and pupils faced as a result of teaching
and learning using the translanguaging pedagogical practices in a multilingual grade 1 class of Lundazi
District. A phenomenological design was used in one class for one term on a sample of 41 pupils and 1
teacher of literacy. Classroom observations and interviews were used to collect data that was analysed
thematically. The study found that the teaching of literacy using translanguaging practices in a grade 1
multilingual class was associated with challenges like the mismatch between the language of instruction and
dominant learner‟s familiar languages that existed in the classroom: rigidity of the language policy which
was based on monolingualism throughout the learner‟s learning process: strict monolingual based
assessment which only tested skills in the regional language and: inadequate teaching and learning
materials which supported monolingual language learning. The study recommended that the Ministry of
General Education and stakeholders should work together and revise provisions of the language policy
guidelines so that it reflects the current linguistic composition of the language zones.
Description
Article
Keywords
Translanguaging practices , challenges , Multilingualism , monolingual , lundazi
Citation
Nyimbili, F & Mwanza, D.S. (2021). Translanguaging Challenges faced by Teachers and Learners in First Grade Multilingual Literacy Classrooms in Zambia. International Journal on Studies in English Language and Literature (IJSELL). 9 (3): 20-31.