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All Journal Voices of English Language Education Society JOLLT Journal of Languages and Language Teaching
Nkomo, Sibhekinkosi Anna
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Languange, Linguistic, Communication & Media

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A Systematic Literature Review of the Feasibility of a Translanguaging Pedagogy in the Foundation Phase Carrim, Ameera; Nkomo, Sibhekinkosi Anna
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7158

Abstract

Many South African educational contexts, including the Foundation Phase are linguistically diverse. However, this diversity is not mostly catered for as evidenced by the prevalent monoglossic ideologies. This has resulted in low literacy levels in South Africa, which indicate a poor literacy foundation and limit learners’ ability to learn effectively and excel academically. Over the past decade, a number of literacy intervention programmes have been implemented at national and provincial level, but the impact has been minimal. There is need to explore and adopt other approaches to literacy development such as the translanguaging pedagogy which has been reported to be successful in other phases of education. However, there has not yet been studies that report on translanguaging undertaken at Foundation Phase in South Africa. Thus, this study explored the feasibility of a translanguaging pedagogy in the Foundation Phase to develop literacy for multilingual English first additional language learners. Through a systematic review, translanguaging studies conducted between the years 2015-2022 in South Africa and internationally were reviewed and analysed using a thematic analysis approach. Finding from this study reveal that learners’ home language should be considered as a resource for attaining deeper levels of meaning. By adopting a translanguaging approach, teachers can enhance multilingual learners’ literacy skills through strategies such as home-languaging, translation, juxtaposing languages and the flexible and dynamic use of the multimodal semiotic repertoire. However, future research is recommended to investigate the application of this pedagogy in the Foundation Phase classrooms in South Africa.
Transforming Reading into Digital Performance: Instagram-Based Oral Retelling for EFL Reading Comprehension Nuraeningsih; Rusiana; Syafei, Muh.; Nkomo, Sibhekinkosi Anna; Taspinar, Kurt Havva
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32967

Abstract

Reading comprehension in EFL contexts requires students to move beyond locating explicit information toward actively reconstructing and communicating textual meaning. This study investigated the effectiveness of Instagram-based oral retelling in improving EFL students’ reading comprehension and explored students’ perceptions of the learning experience. Using a mixed-methods design, the study employed a pre-experimental one-group pre-test and post-test design supported by open-ended reflective questionnaire responses. The participants were 32 second-semester EFL undergraduate students from a private university in Kudus, Central Java, Indonesia. During a five-week intervention, students read narrative texts, prepared oral retellings, recorded videos, posted them on Instagram, and received feedback from the lecturer. Quantitative data from the reading comprehension pre-test and post-test were analyzed using a paired-sample t-test, while qualitative responses were analyzed thematically. The results showed a significant improvement in students’ reading comprehension, with the mean score increasing from 71.25 in the pre-test to 82.66 in the post-test. The paired-sample t-test confirmed a statistically significant difference, t(31) = -9.397, p < .001. Students’ reflective responses indicated that Instagram-based oral retelling made reading more engaging, purposeful, and interactive. The activity encouraged repeated reading, vocabulary awareness, pronunciation practice, confidence building, creativity, and peer interaction. However, students also reported challenges, including unstable internet connections, long video-uploading times, unfamiliar vocabulary, pronunciation difficulties, and initial embarrassment when posting videos publicly. These findings suggest that Instagram-based oral retelling can transform reading comprehension practice into a more active, multimodal, and audience-oriented learning experience when supported by clear guidance, technical flexibility, and appropriate linguistic scaffolding.
Co-Authors Carrim, Ameera Muh Syafei Nuraeningsih Rusiana Taspinar, Kurt Havva