Translanguaging as a Pedagogical Tool: Teachers’ Perspectives in Secondary Schools of O.R. Tambo Inland District, Eastern Cape
Résumé
This study explored secondary school teachers’ perspectives on the use of translanguaging as a pedagogical tool in the O.R. Tambo Inland District, Eastern Cape. It focused on social interactions, academic engagement, teacher-learner relationships, and academic achievement. An interpretivism paradigm was used. Using qualitative data collected from the semi-structured interviews, a convenience sample of six teachers was employed. The study examined how incorporating isiXhosa alongside English influences learners’ confidence, participation, understanding, and classroom dynamics. Findings revealed that translanguaging fosters stronger peer relationships, reduces social anxiety, and promotes inclusivity by bridging linguistic and cultural divides. It enhances learners’ comprehension and engagement by allowing complex concepts to be processed in the home language before transitioning to English, thereby supporting deeper learning. Additionally, translanguaging improves teacher-learner communication and classroom management by creating a respectful, supportive environment. Crucially, it positively impacts academic achievement, helping learners articulate ideas more clearly and perform better across subjects. Based on these findings, the study recommends integrating translanguaging pedagogies into curricula, providing targeted teacher training, developing inclusive language policies, and encouraging bilingual approaches in assessments and group work. This research contributes to multilingual education by demonstrating translanguaging as a vital pedagogical strategy that promotes equity, learner agency, and academic success in diverse classrooms.
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