Translanguaging as a Pedagogical Strategy in Developing Communicative Competence Among English First Additional Language Learners

Several studies in multilingual contexts reveal that translanguaging challenges linguistic boundaries and norms for social interaction in language teaching and learning. This study was guided by sociocultural theory and communicative language teaching in exploring how translanguaging enhances English First Additional Language learners’ communicative competence. The study adopted a qualitative research approach to explore how translanguaging is used as a pedagogical strategy and how learners experience its contribution to English First Additional Language (EFAL) communicative competence. Participants included one English First Additional Language teacher and twelve Grade 10 English First Additional Language learners who were sampled at a selected secondary school. The qualitative data were generated through non-participant classroom observations and semi-structured learner interviews and analysed using inductive thematic analysis. The study found that translanguaging was effective when employed strategically as temporary scaffolding to clarify meaning, support peer discussion, negotiate concepts, and develop ideas. The study recommends strategic use of translanguaging, drawing from learners’ Sepedi Home Language in facilitating understanding and developing ideas while ensuring learning opportunities in English. The study further recommends that future studies should examine the use of translanguaging across different Grades and school contexts in developing learners’ confidence and English language proficiency.