Exploring the significance of using translanguaging as a teaching strategy in isiZulu second language teaching at University of KwaZulu-Natal.

Abstract

South Africa is a multicultural society with twelve official languages. Many South Africans are bilingual, and some are multilingual because of their interest in learning additional languages. South African official languages are taught as home languages (HL) for mother tongue speakers, first additional (FAL), or second languages (L2) for non-mother tongue speakers. This study contributes to the broader L2 teaching and learning field by emphasizing the importance of employing translanguaging as a teaching approach in isiZulu L2 teaching across the different campuses at the University of KwaZulu- Natal (UKZN). Extensive research on translanguaging has been conducted in teaching foreign and second languages. However, minimal research has been conducted on the L2 African language exploring translanguaging as a teaching strategy, especially teaching an agglutinative Nguni language (isiZulu). Furthermore, research on translanguaging as a teaching approach to teaching a second language that promotes engagement, motivation, and learning performance is also expanding. However, this is an unchartered research area in the teaching and learning of isiZulu L2. Hence, this study explores the significance of translanguaging as a strategy in isiZulu second language teaching. The following research questions are addressed in this study:  What are the experiences of lecturers and tutors using translanguaging as a teaching strategy in IsiZulu second language teaching?  Why is translanguaging considered beneficial as a teaching strategy when teaching isiZulu as a second language? This study adopts a mixed-methods approach. The qualitative data is based on interviews and an online questionnaire, while the quantitative data extracted from the questionnaire provides statistical information. The study also includes a review of relevant literature and policy reviews. Employing translanguaging to teach isiZulu L2 emphasizes language competencies, such as fluency in reading, writing, listening, and speaking the new language taught (isiZulu L2). Translanguaging is a promising teaching method with the potential to restructure the educational setting significantly. Moreover, this study contributes to the advancement of L2 teaching of South African languages. Translanguaging can be used to promote all indigenous South African languages. In conclusion, this study emphasizes the necessity of employing translanguaging as a teaching technique in isiZulu L2 teaching. Exploring translanguaging in teaching isiZulu L2 demonstrates that translanguaging is an excellent technique since it allows all students to learn isiZulu L2 while still using their mother tongue languages.