Translanguaging as an Innovative Pedagogical Strategy in Teaching Social Sciences in Multilingual Classrooms

Abstract

South African classrooms are linguistically diverse, yet English remains the dominant language of learning and teaching (LoLT), particularly in the Social Sciences. This study explored translanguaging as an innovative strategy to enhance teaching and learning in multilingual classrooms. Guided by an interpretivist paradigm and translanguaging theory, the researchers employed a qualitative design that incorporated interviews and observations. Four Grade 9 Social Sciences teachers and their classes from two rural circuits, Umhlathuze and Mthunzini, in King Cetshwayo District were purposively selected. Thematic analysis revealed that translanguaging supports conceptual understanding, fosters participation, and affirms learners' linguistic identities. The study recommends teacher training, curriculum review, and supportive policies to institutionalise translanguaging as an inclusive pedagogical practice.