Teacher and learner experiences of translanguaging as pedagogy in a Mauritian grade 7 English language class

  • Shalini Ramasawmy

Student thesis: Doctoral Thesis

Abstract

This study explores teacher and learner experiences of translanguaging as pedagogy in multilingual Mauritius, a post-colonial island state where (i) English is the official medium of instruction from mid-primary, (ii) languages are taught using a monolingual approach, and (iii) Mauritian Creole, the majority language, was introduced in schools in 2012 as a language study option. With an earlier study by the author revealing teachers’ spontaneous use of translanguaging in English lessons, the question that arose was: how would teachers and learners respond if translanguaging were used as explicit pedagogy? By posing such a question, the interest was in developing understanding of teacher and student constructions, perceptions, and accounts of their experiences of translanguaging as pedagogy. The purpose was to have the evidence base to inform the potential use of translanguaging as pedagogy to improve language learning and teaching in the local context.

An instrumental qualitative case study with a collaborative design was set up in a Grade 7 (11/12 years) class. The focus was to explore (i) teacher experiences of the planning and implementation of lessons drawing on translanguaging as pedagogy, and (ii) student experiences of learning English through these lessons, with the aim of examining the role of translanguaging as pedagogy for language education in multilingual contexts. Data was produced using fieldnotes, teacher interviews, and student group interviews.

Reflexive Thematic Analysis of the data revealed largely positive experiences. An increase in student participation and enthusiasm was noted during lesson observations and reported during student interviews. Learners also explained that they better understood lessons and felt motivated because they sensed they were making progress. The teacher reported similar views and further commented on the students’ developing self-confidence and autonomy. Regarding teacher experiences, professional growth and agency were observed. Despite needing to confront her ideologies, taking on the additional preparatory work involved, and facing challenging school contextual factors and the demands of the education system, the teacher said this collaborative project empowered her professionally and personally.

Also of significance were students’ comments on Mauritian Creole. They explained how with translanguaging as pedagogy, Mauritian Creole had a formal place in the classroom. They opined this created more equity and sensed it made more of their peers comfortable. Students also expressed their surprise at how Mauritian Creole could contribute to their learning of English. Consequently, learners reported confronting their perceptions of the language, and interrogating parental and societal discourses about the place and value of Mauritian Creole.

This study, thus, argues that by valorising learners’ linguistic repertoire through translanguaging as pedagogy, the classroom is transformed into a space that occasions learner wellbeing, enabling students, including high performers, to deploy their multilingual abilities to learn in and beyond the classroom, and to enact their multilingual identities.
Date of AwardJan 2025
Original languageEnglish
Awarding Institution
  • University of Brighton
SupervisorNadia Edmond (Supervisor) & RADA TIRVASSEN (Supervisor)

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