Translanguaging challenges faced by teachers and learners in first grade multi-lingual literacy classrooms in zambia.

Abstract

The aim of this study was to establish challenges teachers and pupils faced as a result of teaching and learning using the translanguaging pedagogical practices in a multilingual grade 1 class of Lundazi District. A phenomenological design was used in one class for one term on a sample of 41 pupils and 1 teacher of literacy. Classroom observations and interviews were used to collect data that was analysed thematically. The study found that the teaching of literacy using translanguaging practices in a grade 1 multilingual class was associated with challenges like the mismatch between the language of instruction and dominant learner‟s familiar languages that existed in the classroom: rigidity of the language policy which was based on monolingualism throughout the learner‟s learning process: strict monolingual based assessment which only tested skills in the regional language and: inadequate teaching and learning materials which supported monolingual language learning. The study recommended that the Ministry of General Education and stakeholders should work together and revise provisions of the language policy guidelines so that it reflects the current linguistic composition of the language zones.