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This Author published in this journals
All Journal Linguistic, English Education and Art (LEEA) Journal JOLLT Journal of Languages and Language Teaching Linguistic, English Education and Art (LEEA) Journal International Journal of Educational Research Excellence (IJERE)
Kemende Wunseh, Quinta
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Bilingualism, Trilingualism, Multilingualism, and Polylingualism: Softening Language Boundaries in South African Classrooms. Kemende Wunseh, Quinta
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i1.12612

Abstract

ABSTRACT South African society is highly diverse with 12 official (including the South African sign language) languages used for teaching and learning. This society is multilingual, multicultural, and multireligious. Translanguaging is simply a pedagogical term used to describe the natural ways bilingual/multilingual individuals use their languages in their everyday lives. This paper suggests translanguaging pedagogy to soften language boundaries in South African multilingual and multicultural classrooms. Hence, educators working with multilingual learners must remember that a positive teaching foundation translates across language barriers. This paper is discussed qualitatively using an extended literature review examining both national and international studies that are relevant to the topic. These sources were identified and analysed. The result from this extended literature review shows that translanguaging goes beyond theory to critical pedagogical practice. Also, it shows that effective teaching strategies based on empathy and acceptance should easily translate from monolingual to multilingual learners. Therefore, there is a need to employ a translanguaging strategy in the classroom to center the marginalised languages in South African classroom space. This extended literature review offers a prototype for teachers, education actors, and policymakers to re-imagine South Africa’s bi/multilingual classrooms through the lens of translanguaging. Keywords: Bi/Multilingualism, Extended Literature, South Africa; Translanguaging
Bilingualism, Trilingualism, Multilingualism, and Polylingualism: Softening Language Boundaries in South African Classrooms. Kemende Wunseh, Quinta
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i1.12612

Abstract

ABSTRACT South African society is highly diverse with 12 official (including the South African sign language) languages used for teaching and learning. This society is multilingual, multicultural, and multireligious. Translanguaging is simply a pedagogical term used to describe the natural ways bilingual/multilingual individuals use their languages in their everyday lives. This paper suggests translanguaging pedagogy to soften language boundaries in South African multilingual and multicultural classrooms. Hence, educators working with multilingual learners must remember that a positive teaching foundation translates across language barriers. This paper is discussed qualitatively using an extended literature review examining both national and international studies that are relevant to the topic. These sources were identified and analysed. The result from this extended literature review shows that translanguaging goes beyond theory to critical pedagogical practice. Also, it shows that effective teaching strategies based on empathy and acceptance should easily translate from monolingual to multilingual learners. Therefore, there is a need to employ a translanguaging strategy in the classroom to center the marginalised languages in South African classroom space. This extended literature review offers a prototype for teachers, education actors, and policymakers to re-imagine South Africa’s bi/multilingual classrooms through the lens of translanguaging. Keywords: Bi/Multilingualism, Extended Literature, South Africa; Translanguaging
A Review of Translanguaging as a New Way of Redefining Bi/Multilingualism in South African Classrooms Kemende Wunseh, Quinta
International Journal of Educational Research Excellence (IJERE) Vol. 2 No. 2 (2023): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v2i2.494

Abstract

South Africa is a multilingual and multicultural country, and the Language in Education Policy (1997) permits any of the 12 official languages to be used as the language of teaching and learning. The purpose of this paper is to examine secondary data about the use of translanguaging in South African multilingual classrooms for a better understanding of course content.  Translanguaging is simply a pedagogical term used to describe the natural ways bilingual/multilingual individuals use their languages in their everyday lives. This paper is discussed qualitatively using a systematic literature review examining several studies that are relevant to the topic.  Both international and national articles and books relating to the topic were identified and analysed. The result from this review shows that translanguaging goes beyond theory to critical pedagogical practice. Also, it shows that the language in education policy (additive bilingualism) has not been able to cater for multilingualism in South African classrooms. Therefore, there is a need to employ translanguaging strategy in the classroom to center the marginalised languages in South African classroom space. The implication of this review is that it offers a blueprint for teachers, education actors, and policymakers to re-imagine South Africa’s bi/multilingualism classrooms through the lens of translanguaging.
Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children Kemende Wunseh, Quinta; Charamba, Erasmos
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6447

Abstract

Language diversity is generally a norm in multilingual South African classroom. Orellana and García (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. Language brokering and code-switching form part of the everyday teaching and learning tools needed in South African multilingual classroom setting. Data was collected by means of observation and semi-structured interviews. Snowball sampling was used to select Francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. Their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. This research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. Using the sociocultural theories and the funds of knowledge (FoK), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources.
Co-Authors Charamba, Erasmos