YAYASANNURULYAKINYAYASANNURULYAKIN

International Journal of Education and Teaching ZoneInternational Journal of Education and Teaching Zone

This study aims to investigate how translanguaging is practiced by both lecturers and students in South African higher education institutions, to benefit both teaching and learning processes. A qualitative case study research design was employed for this study, as it offers a comprehensive and in-depth exploration of complex phenomena within their real-life context. Six lecturers and six students from a North-West Technical and Vocational Education and Training (TVET) college in South Africa participated in this study through semi-structured interviews. Thematic data analysis was employed to interpret and make sense of the collected data. The findings revealed that translanguaging creates inclusive educational spaces where linguistic and cultural diversity are valued, supports the construction of social connections among learners from diverse backgrounds, and enables students to understand academic content more effectively and express it more clearly. These findings suggest that the use of English as a medium of instruction and its impact on teaching and learning can be a valuable framework for multilingual contexts, as it empowers learners to use their home language. It is recommended that clear language policies be developed that recognise and support translanguaging as a legitimate pedagogical strategy.

The study concludes that translanguaging is a transformative pedagogical approach that fosters inclusive learning environments by valuing linguistic and cultural diversity.Integrating students home languages into instruction enhances comprehension and enables more authentic demonstrations of knowledge.Ultimately, a systematic and research-informed integration of translanguaging can advance inclusive education, promote epistemic justice, and strengthen students agency in multilingual classrooms.

Further research should explore the long-term impact of translanguaging on students academic achievement and identity formation, moving beyond immediate learning outcomes to assess its sustained effects. Investigating the effectiveness of different translanguaging strategies across various disciplines and educational levels is crucial, as optimal implementation may vary depending on the subject matter and student demographics. Additionally, studies should focus on developing and evaluating professional development programs for lecturers to equip them with the necessary skills and knowledge to effectively implement translanguaging in their classrooms, ensuring that they are confident and competent in utilizing this pedagogical approach. These investigations will contribute to a more nuanced understanding of translanguagings potential and inform evidence-based practices for creating more equitable and inclusive educational experiences for all learners.

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