An Investigation into the Effects of Translanguaging Practices in a Grade 11 Bilingual Classroom

Abstract

This case study investigates the effects of translanguaging practices in a bilingual Grade 11 classroom. The study was guided by three objectives: to explore the reasons for translanguaging practices, to examine their effects, and to identify the most appropriate situations for their use in classroom settings to maximize learning outcomes. The study contributes to understanding how teachers and learners navigate the challenges associated with first and second language use by highlighting the rationale, benefits, and appropriate timing of translanguaging practices. The research was informed by Williams’ translanguaging theory. In addition, Wei’s perspective on translanguaging emphasizes its role as a dynamic and integrated use of multiple languages and language varieties that extends beyond linguistic systems to promote participatory and flexible language practices. A qualitative case study design was employed to capture the perspectives, experiences, and attitudes of teachers and learners toward translanguaging. Data were collected through in-depth interviews with six teachers selected from a population of 30 teachers and participant observations involving all 42 learners. The data were analyzed using thematic analysis and interpretative methods, including interpretative phenomenological analysis. The findings reveal that teachers frequently use translanguaging to facilitate learners’ understanding of difficult academic content, particularly when teaching vocabulary, technical terms, and complex sentence structures. The study concludes that translanguaging should not be prohibited in schools, as it supports learners facing challenges in comprehension and language development. However, its use should be selective and reserved for situations in which other instructional explanations have proven insufficient, particularly when clarifying difficult terminology.