Translanguaging as a Pedagogical Tool: Teachers’ Perspectives in Secondary Schools of O.R. Tambo Inland District, Eastern Cape

Translanguaging as a Pedagogical Tool: Teachers’ Perspectives in Secondary Schools of O.R. Tambo Inland District, Eastern Cape

Lundi Nomlala

Issue: Vol.6 No.14 Article 34 pp.3860 – 3872
DOI: https://doi.org/10.38159/ehass.202561434 | Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study explored secondary school teachers’ perspectives on the use of translanguaging as a pedagogical tool in the O.R. Tambo Inland District, Eastern Cape. It focused on social interactions, academic engagement, teacher-learner relationships, and academic achievement. An interpretivism paradigm was used. Using qualitative data collected from the semi-structured interviews, a convenience sample of six teachers was employed. The study examined how incorporating isiXhosa alongside English influences learners’ confidence, participation, understanding, and classroom dynamics. Findings revealed that translanguaging fosters stronger peer relationships, reduces social anxiety, and promotes inclusivity by bridging linguistic and cultural divides. It enhances learners’ comprehension and engagement by allowing complex concepts to be processed in the home language before transitioning to English, thereby supporting deeper learning. Additionally, translanguaging improves teacher-learner communication and classroom management by creating a respectful, supportive environment. Crucially, it positively impacts academic achievement, helping learners articulate ideas more clearly and perform better across subjects. Based on these findings, the study recommends integrating translanguaging pedagogies into curricula, providing targeted teacher training, developing inclusive language policies, and encouraging bilingual approaches in assessments and group work. This research contributes to multilingual education by demonstrating translanguaging as a vital pedagogical strategy that promotes equity, learner agency, and academic success in diverse classrooms.

Keywords: Translanguaging, isiXhosa, multilingual education, learner engagement, academic achievement

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ABOUT AUTHOR(S)

Lundi Nomlala holds a doctoral degree in Language Education. He is lecturing at Walter Sisulu University in the Faculty of Education, Humanities and Creative Arts Education Department. He lectures English for the Bachelor of Education Senior Phase and FET students majoring in languages. He has successfully supervised Bachelor of Education honours students and Master’s students. His research interests are language education, school leadership and management, and higher education studies.

TO CITE ARTICLE

Nomlala, Lundi.“ Translanguaging as a Pedagogical Tool: Teachers’ Perspectives in Secondary Schools of O.R. Tambo Inland District, Eastern Cape.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 3860 – 3872, https://doi.org/10.38159/ehass.202561434.