Learners' and teachers’ translanguaging practices in a grade 8 English home language classroom in the Western Cape Province

Abstract

Although translanguaging has been lauded as a valuable pedagogical strategy in multilingual classrooms worldwide, little is known about the South African Grade 8 English Home language learners’ translanguaging practices during English Home Language lessons. Drawing on Baldauf’s (2006), microlanguage planning framework, this study explored learners’ translanguaging practices in a Grade 8 English Home Language classroom in the Western Cape Province. The study employed a qualitative case study design with a sample of six Grade 8 English Home Language learners and three English Home Language teachers from the Western Cape. The qualitative data was gathered using non-participatory lesson observations, semi-structured interviews and focus group discussions. The data was analysed using Braun and Clarke’s (2013; 2006), Thematic Analysis procedures.