<![CDATA[This study aims to explore the effectiveness of translanguaging as a pedagogical approach for enhancing the teaching of English in rural secondary schools in the Midlands Province, Zimbabwe. The study employed an exploratory, qualitative case study design with semi-structured interviews. This was selected because it enabled an in-depth examination of the effectiveness of translanguaging in teaching and learning of English. Eight teachers teaching English additional language at Forms Three and Four levels in four selected rural secondary schools were purposively selected. The translanguaging theory underpinned this study. Data was analysed using Braun and Clarke's six-phase thematic approach. Findings revealed that learners in rural secondary schools face numerous challenges when learning English, including limited exposure to the English language, inadequate learning materials, and language barriers, among others. The study highlighted that translanguaging is a means of bridging the linguistic gap between rural students and English, thereby fostering more equitable educational opportunities. The implications of this research extend beyond rural Zimbabwe, as translanguaging offers a versatile and inclusive instructional technique that can be adapted to other multilingual contexts worldwide. The study recommends integrating bilingual texts, dictionaries, and multilingual digital applications (where possible) into classrooms to assist learners in their mother tongue and in English. It also recommends designing translanguaging-based collaborative learning activities and using local cultural materials (e.g., folktales and drama), real-life examples, and local experiences in lessons to enhance students’ motivation and engagement. Teachers need to be trained in effective translanguaging pedagogies through workshops and seminars so they can teach English effectively in rural areas using translanguaging.]]>
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