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Translanguaging Practices Teachers Use in Teaching English Language in A transitioned Grade 5 Class in Katete District
Abstract
The aim of the study was to assess the translanguaging practices teachers used to teach English language in grade 5 class in Katete district of Zambia. The study utilised the descriptive research design under qualitative research approach. The sample was 188 grade 5 pupils, 6 and 2 grade teachers. Data were collected using interviews and classroom observations of English language lessons. The findings of the study showed that classes used translanguaging practices to teach English language. The study also found teachers and learners were able to speak Chinyanja, Senga, Tumbuka, Bemba and English which confirmed a multilingual environment in classrooms. Teachers translanguaged in their teaching approaches and used the local language to explain the concepts of the day in the transitioned classrooms. Therefore, monolingual practices were not found to be relevant in the transitioned classes hence teachers translanguaged in grade 5 classed. The study recommended that The Ministry of Education and its stake holders should consider teacher training programs to enhance teachers’ knowledge and practices of translanguaging so they can effectively handle the multilingual classes.
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