Perceptions of translanguaging pedagogy: A case of Grade 7 English First Additional Language (EFAL) learners in Vhembe District, Limpopo Province

Abstract

This study reports Grade 7 learners’ perceptions about the use of translanguaging pedagogy in the learning of English First Additional Language (EFAL). These learners’ home language (HL) is Tshivenḓa. The study adopted a mixed-methods approach. The research questions aimed to determine the extent to which learners allow the use of translanguaging pedagogy in the learning of EFAL, and how they perceive translanguaging as a strategy to learn EFAL. Data were collected through classroom observations, close-ended questionnaires, and focus group interviews. The continua of biliteracy model (CBM) was used as the model in this study. The findings of the study revealed that the majority of Grade 7 learners have positive perceptions about translanguaging pedagogy in the learning of EFAL. However, the study also revealed that some of the Grade 7 learners denied the benefits of translanguaging pedagogy in preference for an English-only approach. These learners believed that the monolingual approach would accelerate the learning of EFAL. The study recommends that Tshivenḓa HL and EFAL should be used alternatively and flexibly to scaffold and accelerate EFAL learning.