Learners' and teachers’ translanguaging practices in a grade 8 English home language classroom in the Western Cape Province
| dc.contributor.advisor | Dlamini, Nosisi Percis | |
| dc.contributor.author | Arendse, Patrick-John Ravaughn | |
| dc.date.accessioned | 2023-05-10T13:00:53Z | |
| dc.date.accessioned | 2024-05-28T10:55:24Z | |
| dc.date.available | 2023-05-10T13:00:53Z | |
| dc.date.available | 2024-05-28T10:55:24Z | |
| dc.date.issued | 2022 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | Although translanguaging has been lauded as a valuable pedagogical strategy in multilingual classrooms worldwide, little is known about the South African Grade 8 English Home language learners’ translanguaging practices during English Home Language lessons. Drawing on Baldauf’s (2006), microlanguage planning framework, this study explored learners’ translanguaging practices in a Grade 8 English Home Language classroom in the Western Cape Province. The study employed a qualitative case study design with a sample of six Grade 8 English Home Language learners and three English Home Language teachers from the Western Cape. The qualitative data was gathered using non-participatory lesson observations, semi-structured interviews and focus group discussions. The data was analysed using Braun and Clarke’s (2013; 2006), Thematic Analysis procedures. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/15644 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Translanguaging | en_US |
| dc.subject | Teaching and Learning | en_US |
| dc.subject | Secondary education | en_US |
| dc.subject | Western Cape | en_US |
| dc.title | Learners' and teachers’ translanguaging practices in a grade 8 English home language classroom in the Western Cape Province | en_US |