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Communicating in multilingual learning ecologies : Teacher trainees' perceptions of translanguaging in lecture rooms in Kenya

Title data

Otundo, Billian K.:
Communicating in multilingual learning ecologies : Teacher trainees' perceptions of translanguaging in lecture rooms in Kenya.
In: Journal of Linguistics, Literary and Communication Studies. Vol. 2 (2023) Issue 2 . - pp. 24-34.
ISSN 2957-8477

Abstract in another language

This research delves into the nuanced perceptions of teacher trainees (TTs) regarding translanguaging (TL) whilst communicating within the lecture room learning ecology. It focuses on four fundamental learning processes, namely, attention retention, success in learning, interaction with the instructor, and knowledge transmission. Anchored in classic theoretical approaches to communicative competence and the more recent theory of translingualism, the research addresses the overarching question: How do teacher trainees perceive and experience the utilisation of translanguaging practices in a multilingual university learning ecology in Kenya? Quantitative data were collected through a structured questionnaire from 80 TTs at a Kenyan university to address this inquiry. The results reveal predominantly positive responses for TL in the lecture room ecology regarding solidarity and status relationships. For instance, participants expressed a heightened ability to retain attention when instructors judiciously employed a mix of languages, resulting in increased engagement and a more favourable learning experience. Additionally, while TTs express confidence in using TL for certain tasks, there is a notable hesitation in written assignments and examinations. These and other outcomes contribute valuable insights into the dynamic interplay between TTs’ reflexivity and their responses to TL. This study underscores the significance of incorporating TTs’ perspectives into the ongoing language political debate surrounding Kenya’s language-in-education policy, particularly in exploring new possibilities and approaches to translingual pedagogy. Translingual pedagogy foregrounds the collaborative use of languages and linguistic abilities that individuals draw on to make meaning and communicate effectually – their complete linguistic repertoire.

Further data

Item Type: Article in a journal
Refereed: Yes
Keywords: Communicative competence; Learning ecology; Perceptions; Teacher trainees; Translanguaging
Institutions of the University: Faculties > Faculty of Languages and Literature > Chair English Linguistics
Result of work at the UBT: Yes
DDC Subjects: 400 Language > 410 Linguistics
Date Deposited: 21 Mar 2024 07:06
Last Modified: 21 Mar 2024 07:06