Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools

Abstract

This study explored translanguaging as leverage for developing inclusive communication in the superdiversity contexts of inner-city schools where the LoLT is English. Superdiversity contexts are communities, especially cities, that are diversified in terms of language, ethnicity, religion, race, countries of origin, socioeconomic status, education levels, and migration history. The aim was to understand the facilitation of teaching and learning in these contexts and explore the use of translanguaging as a support strategy to develop inclusive communication and enhance learning. The study employed sociocultural and experiential theories and a qualitative research approach. The participants were eight teachers and thirty-three learners from two inner-city schools in Pretoria. Data was collected through semi-structured interviews, focus groups and workshop reflections and analysed using inductive thematic analysis. The main findings included participants' awareness of the pedagogical benefits of translanguaging, such as concept clarification, heightened motivation and interest in the subject, learner engagement, improved academic performance, acknowledgement of learner identity, inclusive communication, learning and acceptance of language and cultural differences, improved learner-teacher relationship, and an improvement in the sense of belonging. Overall, teachers welcome the use of translanguaging, but they are sceptical about the implementation processes. Most learners believe the development of English is important as they regard it as an economic language which will assist them in securing employment and interacting on a global scale. These profound pedagogical issues may help comprehend how translanguaging can be implemented in superdiverse contexts, consequently bridging the gap between philosophy and practice. This study provides valid inputs on the implementation of translanguaging methods in the classrooms in developing inclusive communication.