Translanguaging as responsive pedagogy: teachers’ French-Wolof integration practices in Senegalese secondary schools

This phenomenological study explores how teachers in Senegalese secondary schools develop translanguaging strategies bridging French and Wolof in daily instruction. Through semi-structured interviews with 16 teachers in Dakar, the research examines teachers’ strategies for managing policy-practice tensions, subject-specific language practices, and effects on French-Wolof status hierarchies. Findings reveal three interconnected dimensions of teachers’ translanguaging experiences. First, teachers develop sophisticated legitimisation tactics and student-centred adaptations while balancing language regimes across contexts. Second, translanguaging practices vary across academic subjects, with teachers employing distinct strategies in mathematics, science, and social sciences. Third, these practices simultaneously reinforce and challenge traditional language hierarchies through conscious efforts to elevate Wolof’s status while meeting institutional French requirements. The study demonstrates how teachers navigate institutional constraints while developing sophisticated strategies balancing pedagogical effectiveness with policy compliance. Results suggest educational policies and teacher preparation would benefit from acknowledging translanguaging as a responsive pedagogical approach in multilingual contexts. This research contributes to understanding translanguaging in Francophone African contexts by positioning teachers as active agents creating meaningful classroom language policies.