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Translanguaging as a Strategy for Navigating Multilingualism in Peri-Urban Preschool Classrooms

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Title: Translanguaging as a Strategy for Navigating Multilingualism in Peri-Urban Preschool Classrooms
Language: English
Authors: Sibongile J. Mahan (ORCID 0000-0003-0145-5544), Nkidi C. Phatudi (ORCID 0000-0001-7860-3731), Matshediso R. Modise (ORCID 0000-0002-0404-2035)
Source: South African Journal of Childhood Education. 2024 14(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Multilingualism, Bilingual Education, Code Switching (Language), Translation, Language of Instruction, English, Language Acquisition, Preschools, Early Childhood Education, Language Dominance, Native Language
Geographic Terms: South Africa
ISSN: 2223-7674
2223-7682
Abstract: Background: Language discussions have historically focused on the power dynamics between dominant and indigenous languages. This has generated discontent and contention on which language should rule the educational sector. The national language policy of South Africa mandates the use of all languages in the educational system. Even though there are 12 recognised languages, English is preferred in education circles. This ignores the research that demonstrates the advantages of speaking one's native language, especially in the early years of schooling. Aim: This study was conducted to determine how preschool practitioners assist the language development of learners in multilingual classrooms. Setting: Six early childhood education (ECE) practitioners from three preschools in Mamelodi township, South Africa were selected, based on choosing English as the language of communication, in multilingual classrooms in peri-urban areas. Methods: A qualitative approach and a case study research design were employed. It focused on purposive sampling of practitioners from three preschools in Mamelodi where the medium of communication was English. Interviews, observations, casual conversations and document and visual data analysis were data collection tools. A questionnaire was used to gather the geographical information of the participants. A fusion of the Bakhtinian philosophy of dialogism and social justice theory underpinned the study. Results: The results showed that despite English in their schools as a medium of instruction, practitioners used predominating home languages to assure understanding. This translanguaging approach was commonly used in every school. Learning in a single language was challenging because of diverse languages, hence the use of English First Additional Language. Conclusion: To promote language acquisition in multilingual preschools, translanguaging ought to be promoted. Contribution: This study proposes that early childhood teacher preparation programs ought to promote multilingualism by employing translanguaging strategies as a study unit.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445182
Database: ERIC
FullText Text:
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  Data: Translanguaging as a Strategy for Navigating Multilingualism in Peri-Urban Preschool Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Sibongile+J%2E+Mahan%22">Sibongile J. Mahan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0145-5544">0000-0003-0145-5544</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nkidi+C%2E+Phatudi%22">Nkidi C. Phatudi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7860-3731">0000-0001-7860-3731</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matshediso+R%2E+Modise%22">Matshediso R. Modise</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0404-2035">0000-0002-0404-2035</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2024 14(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
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  Data: Background: Language discussions have historically focused on the power dynamics between dominant and indigenous languages. This has generated discontent and contention on which language should rule the educational sector. The national language policy of South Africa mandates the use of all languages in the educational system. Even though there are 12 recognised languages, English is preferred in education circles. This ignores the research that demonstrates the advantages of speaking one's native language, especially in the early years of schooling. Aim: This study was conducted to determine how preschool practitioners assist the language development of learners in multilingual classrooms. Setting: Six early childhood education (ECE) practitioners from three preschools in Mamelodi township, South Africa were selected, based on choosing English as the language of communication, in multilingual classrooms in peri-urban areas. Methods: A qualitative approach and a case study research design were employed. It focused on purposive sampling of practitioners from three preschools in Mamelodi where the medium of communication was English. Interviews, observations, casual conversations and document and visual data analysis were data collection tools. A questionnaire was used to gather the geographical information of the participants. A fusion of the Bakhtinian philosophy of dialogism and social justice theory underpinned the study. Results: The results showed that despite English in their schools as a medium of instruction, practitioners used predominating home languages to assure understanding. This translanguaging approach was commonly used in every school. Learning in a single language was challenging because of diverse languages, hence the use of English First Additional Language. Conclusion: To promote language acquisition in multilingual preschools, translanguaging ought to be promoted. Contribution: This study proposes that early childhood teacher preparation programs ought to promote multilingualism by employing translanguaging strategies as a study unit.
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      – Text: English
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        PageCount: 10
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Bilingual Education
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Preschools
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: South Africa
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      – TitleFull: Translanguaging as a Strategy for Navigating Multilingualism in Peri-Urban Preschool Classrooms
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