English First Additional Language Literacy Instructions for Deaf Learners in South Africa: Translanguaging as a Preferred Strategy

Translanguaging in the instruction of English First Additional Language (EFAL) to Deaf learners encompasses various methodologies. This qualitative study examined the viewpoints and methodologies of teachers of Deaf learners regarding the application of translanguaging procedures and the resources used to facilitate this implementation. Findings were drawn from interviews and observations of nine EFAL teachers from three provinces in South Africa. Questions were based on their experiences and viewpoints regarding employing translanguaging with Deaf learners at the foundational level. Thematic analysis of data was employed to arrive at themes underpinning the findings. The findings indicated that the translanguaging method is an effective strategy for teaching English as a First Additional Language (EFAL) to Deaf learners, as it facilitated the establishment of a secure environment where learners could use their native languages to engage with the target language in the classroom. The application of translanguaging enhances the connection between learners and teachers in the acquisition of EFAL, facilitating a deeper understanding of the EFAL curriculum. The study concluded by advocating for further comprehensive research on the practical implications of translanguaging in Deaf education to elucidate how Deaf learners utilize their complete linguistic repertoire for learning and how teachers may facilitate this process.