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All Journal International Journal of Language Teaching and Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Nomlala, Lundi
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Education Languange, Linguistic, Communication & Media Social Sciences

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Translanguaging In Teaching English Subject At Secondary Schools in O.R. Tambo Inland District, Eastern Cape Manqamane, Ncedo; Nomlala, Lundi
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.59368

Abstract

This study explored teachers' views on translanguaging to enhance learners' learning and classroom participation in secondary schools in the O.R. Tambo Inland District, Eastern Cape. It investigated the benefits of translanguaging in daily teaching practices within multilingual English First Additional Language classrooms. A qualitative approach was adopted within an interpretivist paradigm using a case study design. Data were collected through semi-structured interviews and classroom observations involving five purposively selected English teachers from two secondary schools. Thematic analysis, following Braun and Clarke's six phases, was used. Findings revealed that teachers primarily view translanguaging as a responsive strategy that enhances comprehension, learner participation, and confidence. It promotes inclusivity, affirms learners' linguistic and cultural identities, and provides effective cognitive scaffolding. However, implementation is constrained by limited multilingual resources, inadequate teacher training, classroom management challenges, restrictive language policies, and tensions between home language use and English proficiency development. Translanguaging remains largely informal, reactive, and excluded from formal lesson planning and assessment. The study contributes empirical evidence from a rural South African district, highlighting the gap between teachers' pedagogical realities and existing policy frameworks. It extends translanguaging theory by demonstrating practical constraints in under-resourced, superdiverse classrooms. Recommendations include integrating translanguaging into lesson planning, developing multilingual resources, strengthening policy support, providing targeted professional development, adopting balanced language approaches, and reforming assessment to accommodate linguistic diversity.
Teaching IsiXhosa as a First Additional Language in Former Model C Schools: Implications for Educator Experiences in the Harry Gwala District, KwaZulu-Natal, South Africa Nomlala, Lundi; Ncam, Lwandile
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 5
Publisher : citeus

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Abstract

This paper explored educators' experiences of teaching isiXhosa as First Additional Language (FAL) in former Model C schools in the Harry Gwala District, KwaZulu-Natal, South Africa. The study aimed to understand practical teaching approaches that enhance linguistic diversity and improve IsiXhosa proficiency while addressing systemic challenges. A qualitative case study design was employed, using semi-structured interviews with five IsiXhosa FAL teachers across three schools. The findings revealed the need for partnerships between schools and communities, curriculum revision, including mentorship and professional development for teachers, collaborative learning, and the effective use of technology. However, challenges such as unequal language recognition, insufficient resources, and a lack of parental and administrative support hindered effective implementation. The study recommends teacher mentorship, increased resource allocation, enhanced parental involvement, and policy reforms to promote equitable language education. This research contributes to the discourse on indigenous language teaching by highlighting practical strategies and systemic barriers in multilingual educational settings.
Pre-Service Teachers' Experiences on Teaching Essay Writing to Grade 10 Learners in the Eastern Cape Makhohlisa, Ncebazakhe; Nomlala, Lundi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
Publisher : citeus

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This paper explores pre-service teachers’ experiences in teaching essay writing to Grade 10 English First Additional Language learners. Despite the significance of essay writing for developing learners' writing skills in multilingual classrooms, writing essays remains a challenge for most English First Additional learners. The extant research has examined the challenges that learners face in essay writing. However, there is limited research examining pre-service teachers’ experiences in teaching essay writing during their teaching practice. This paper employed a qualitative research approach, and data were drawn from 30 pre-service teachers’ reflective journals based on their teaching practice experiences. Cognitive Process Theory was utilized as the theoretical framework for this paper. The findings included inadequate writing proficiency among learners, a lack of motivation to write, overcrowded, resource-constrained classrooms, and fear of making mistakes, all of which hinder learners’ progress in writing. The paper recommends pedagogical approaches to facilitate learners’ writing skills, additional time for creative writing, and the establishment of writing clubs in schools. Furthermore, the study seeks to contribute to higher education institutions by preparing pre-service teachers in writing pedagogy in South African High schools.
Co-Authors Makhohlisa, Ncebazakhe Manqamane, Ncedo Ncam, Lwandile