Early Literacy through Translanguaging: Insights from Multilingual Classrooms in Soshanguve Township, South Africa

Abstract

This study examines the role of translanguaging in promoting early literacy within multilingual classrooms in South Africa, with a focus on Soshanguve township. In contexts where multiple languages intersect, young learners often rely on flexible linguistic practices to navigate literacy learning. The study draws from classroom observations and interviews with ten participants who were drawn from teachers and parents, highlighting how translanguaging is used as a pedagogical tool to enhance comprehension, scaffold learning, and affirm learners’ linguistic identities. A qualitative approach was used with a case study as the design. An interpretive paradigm was used to look at the day-to-day practices of translanguaging of educators. Data was analysed through thematic analysis. Findings suggest that translanguaging supports early literacy development by bridging home and school languages, fostering participation, and strengthening conceptual understanding. By allowing the use of multiple languages, learners can grasp complex concepts more effectively. The flexibility of translanguaging assists with scaffold learning, making abstract ideas more accessible. Translanguaging practices affirmed learners' linguistic identities, contributing to a positive classroom environment where diversity was valued. This affirmation encouraged students to take pride in their multilingualism. The study recommended that educators and curriculum developers should incorporate translanguaging strategies into early literacy curricula, recognising the linguistic diversity of learners and aligning pedagogical practices with their linguistic realities.