Investigating teachers’ perceptions on translanguaging pedagogy in a multilingual intermediate ESL classroom: a comparative study of two primary schools in Namibia
- Authors: Rheeder, Veneza Memory
- Date: 2023-10-13
- Subjects: Translanguaging (Linguistics) , Second language acquisition , Multilingual education Namibia , Primary school teachers Attitudes , Native language and education Namibia , Primary school teaching Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419760 , vital:71673
- Description: International literature has tested the effectiveness of translanguaging as a pedagogic tool to enhance learning in a bilingual classroom; however, with the recent curriculum reform and education sector policy, there is no direct claim in the National policy frameworks on the prominence of translanguaging as an effective tool in classroom pedagogy in Namibian schools. This research attempted to investigate the role of translanguaging as a pedagogic tool to enhance learning in the multilingual intermediate English Second Language (ESL) phase as the Language of Learning and Teaching (LoLT) for the intermediate phase, Grades 4-7, in the Erongo Region, Namibia. The study is within the interpretive paradigm and adopts a qualitative methodology using a qualitative multi-case study approach of exploring and understanding differences and similarities between cases. Data collection consisted mainly of open-ended interviews and observations (purposive sampling) of the participating teachers. The research sites and study participants were purposely selected as both schools, diversely located in urban and rural contexts of the region, are enacting the National Language Policy as proposed. This entails using Mother Tongue Instruction (MTI) from Grades 0-3 and then transitioning to English-monolingual instruction from Grades 4 onwards. The study was designed to investigate the role of translanguaging pedagogy in enhancing learning in the Second Language (L2) classroom, without prejudice of social classes - the elite and marginalized communities. It investigated the extent to which teachers’ use of translanguaging pedagogy enhances ESL learning as the LoLT to intermediate phase learners transitioning from MTI to English-only instruction. The main theories underpinning this study are the Vygotskian and Translanguaging theories supported by Krashen and Cummins’ Cognitive Underlying Proficiency (CUP) Model. The outcomes of the study reveal that in both schools translanguaging was supported by content subject teachers and English LoLT teachers and that it positively contributed to improving learner understanding of important concepts in several subjects. However, Mother Tongue (MT) teachers did not support the use of translanguaging and believed that it slowed down the learning of English. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Rheeder, Veneza Memory
- Date: 2023-10-13
- Subjects: Translanguaging (Linguistics) , Second language acquisition , Multilingual education Namibia , Primary school teachers Attitudes , Native language and education Namibia , Primary school teaching Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419760 , vital:71673
- Description: International literature has tested the effectiveness of translanguaging as a pedagogic tool to enhance learning in a bilingual classroom; however, with the recent curriculum reform and education sector policy, there is no direct claim in the National policy frameworks on the prominence of translanguaging as an effective tool in classroom pedagogy in Namibian schools. This research attempted to investigate the role of translanguaging as a pedagogic tool to enhance learning in the multilingual intermediate English Second Language (ESL) phase as the Language of Learning and Teaching (LoLT) for the intermediate phase, Grades 4-7, in the Erongo Region, Namibia. The study is within the interpretive paradigm and adopts a qualitative methodology using a qualitative multi-case study approach of exploring and understanding differences and similarities between cases. Data collection consisted mainly of open-ended interviews and observations (purposive sampling) of the participating teachers. The research sites and study participants were purposely selected as both schools, diversely located in urban and rural contexts of the region, are enacting the National Language Policy as proposed. This entails using Mother Tongue Instruction (MTI) from Grades 0-3 and then transitioning to English-monolingual instruction from Grades 4 onwards. The study was designed to investigate the role of translanguaging pedagogy in enhancing learning in the Second Language (L2) classroom, without prejudice of social classes - the elite and marginalized communities. It investigated the extent to which teachers’ use of translanguaging pedagogy enhances ESL learning as the LoLT to intermediate phase learners transitioning from MTI to English-only instruction. The main theories underpinning this study are the Vygotskian and Translanguaging theories supported by Krashen and Cummins’ Cognitive Underlying Proficiency (CUP) Model. The outcomes of the study reveal that in both schools translanguaging was supported by content subject teachers and English LoLT teachers and that it positively contributed to improving learner understanding of important concepts in several subjects. However, Mother Tongue (MT) teachers did not support the use of translanguaging and believed that it slowed down the learning of English. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
Exploring affordances and hindrances when using Grade 8 Physical Science learners’ home language to mediate learning of chemical bonding
- Shilongo, Wilhelm Nghidiputate
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
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