The impact of translanguaging in the teaching and learning of Xitsonga in selected private schools in the Collins Chabane local municipality in the Vhembe district of Limpopo province

Abstract

Translanguaging has emerged as a dynamic pedagogical approach in multilingual classrooms, particularly in contexts where indigenous languages intersect with dominant languages. In South Africa, the teaching and learning of Xitsonga in private schools presents unique challenges and opportunities for language development, identity formation, and academic achievement. This study examined the Impact of translanguaging practices on the teaching and learning of Xitsonga in selected private schools within the Collins Chabane Local Municipality in the Vhembe District of Limpopo Province. The primary aim of the study was to investigate the impact of translanguaging on the teaching and learning of Xitsonga. Specific objectives included examining how teachers and learners engage in translanguaging during classroom interactions, understanding the pedagogical strategies employed to facilitate translanguaging, evaluating the cognitive and social implications of translanguaging for learners, and assessing the role of translanguaging in promoting linguistic inclusivity and academic performance. The study adopted a qualitative research design. Data was collected through classroom observations and semi-structured interviews involving 18 learners and 6 Xitsonga teachers from six private schools across two circuits in the Vhembe District which were sampled through a purposive sampling method. Thematic Content Analysis was employed to interpret the data, allowing for the identification of recurring patterns and insights. The analysis was guided by two theoretical frameworks: the Semantic-Cognitive Theory, which focuses on meaning-making and cognitive processing in language use, and the Social-Pragmatic Theory, which emphasizes the social context and communicative functions of language. The findings revealed that translanguaging was a prevalent and effective strategy in Xitsonga classrooms. Teachers and learners fluidly alternated between Xitsonga and English to clarify concepts, scaffold learning, and foster deeper understanding. Translanguaging supported learners’ cognitive development by linking prior knowledge with new content and enhanced classroom participation by validating learners’ linguistic identities. However, challenges such as inconsistent policy support and limited teacher training in translanguaging pedagogy were noted. The study concluded that translanguaging positively impacted the teaching and learning of Xitsonga by promoting inclusivity, comprehension, and learner engagement. It recommended the integration of translanguaging strategies into teacher training programs and curriculum development to support multilingual education in South African schools.