An investigation on the effects of translanguaging practices in a grade 11 bilingual classroom: a case of Kaupumhote Nghituwamhata combined school
| dc.contributor.author | Hashoongo, Maria | |
| dc.date.accessioned | 2022-08-10T07:35:08Z | |
| dc.date.available | 2022-08-10T07:35:08Z | |
| dc.date.issued | 2022-02 | |
| dc.description | THESIS PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ENGLISH AND APPLIED LINGUISTICS AT THE NAMIBIA UNIVERSITY OF SCIENCE AND TECHNOLOGY SUPERVISOR: Prof. NIKLAAS FREDERICKS | en_US |
| dc.description.abstract | This study sought to investigate the effects of translanguaging practices in a Grade 11 bilingual classroom: a case of Kaupumhote Nghituwamhata Combined School. There were three specific objectives that guided this study, firstly to examine the causes of translanguaging practices, secondly, to identify the effects of translanguaging, and thirdly to establish when to translanguage during lessons in order to benefit from the phenomenon. The significance of the study was to create awareness about the causes, pros and cons, and when to use translanguage to help both teachers and learners to manage the language conflict between their first and second language. The study employed translanguaging theory by the main theorist, William (2006) to answer all the research objectives. Translanguaging is both a practice and a process—a dynamic and functionally integrated use of several languages and language varieties, but more importantly, a knowledge building process that extends beyond language(s). It pulls us away from system and speaker linguistics and toward linguistics of participation (Wei, 2017). The sample comprised of six teachers from a population of 30 and in-depth interviews were conducted, while all 42 learners were administered through participant observations. The study used a qualitative research approach, because it sought to discover the learners' and teachers’ perceptions, opinions, and feelings about translanguaging practice in a bilingual classroom. Two instruments for data collection were used namely, in- depth interviews and participant observations. Data were analysed using a thematic analysis, as well as interpretative methodologies, such as interpretative phenomenological analysis. The results of the study discovered that teachers translanguage when they are teaching vocabulary, terminologies, and complex sentences to the learners and translanguaging helps learners to understand difficult educational texts and contents. The following recommendations were made to help the Grade 11 learners at Kaupumhote Nghituwamhata to perform well in English Second language. Translanguaging should not be banned from schools, because it helps learners who struggle to comprehend the subject content and also know some sets of vocabulary. Furthermore, translanguaging should be used when necessary, especially when explaining difficult words or terminologies, but should only be done when all meanings of explanations are exhausted. | en_US |
| dc.identifier.citation | Hashoongo, M. (2022). An investigation on the effects of translanguaging practices in a grade 11 bilingual classroom: a case of Kaupumhote Nghituwamhata combined school [Master's thesis: Namibia University of Science and Techynology]. | en_US |
| dc.identifier.uri | http://ir.nust.na:8080/jspui/handle/10628/906 | |
| dc.language.iso | en | en_US |
| dc.publisher | Namibia University of Science and Technology | en_US |
| dc.subject | Namibia | en_US |
| dc.subject | Translanguaging | en_US |
| dc.subject | Code –switching | en_US |
| dc.subject | Mother tongue | en_US |
| dc.title | An investigation on the effects of translanguaging practices in a grade 11 bilingual classroom: a case of Kaupumhote Nghituwamhata combined school | en_US |
| dc.type | Thesis | en_US |