The efficacy of translanguaging as pedagogic practice in selected Namibian multilingual primary classrooms.
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Date
2020
Authors
Mashinja, Begani Ziambo
Mwanza, David Sani
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Multilingual Margins
Abstract
This article aims to explore the initial literacy and epistemic benefits of translanguaging
as a pedagogic practice in multilingual Namibia. Using notions of recontextualization
and translanguaging and classroom observation and data from documents, the article
shows how pre-primary teachers and learners draw on heteroglossic repertoires
for literacy development and epistemic access. It is argued that this reframes the
classroom, not as a site of monolingual epistemic violence, but as a democratic space
for initial literacy and epistemic development. The article concludes with an argument
for the legitimization of heteroglossic practices in multilingual Namibian classrooms if
effective teaching and learning of initial literacy is the goal of basic education
Description
Article
Keywords
translanguaging , silozi , multimodal , heteroglossic , monoglossic , Multilingualism
Citation
Mashinja, B, Z & Mwanza, D.S. (2020). The efficacy of translanguaging as pedagogic practice in selected Namibian multilingual primary classrooms. Journal of Multilingual Margins. 7(3): 49-68.