Abstract:
This study explores how English language teachers in upper primary classrooms in
the municipality utilize translanguaging to enhance comprehension and create
opportunities for engaged learning. Grounded in the frameworks of translanguaging
as a theory of language practice and pedagogical content knowledge (PCK), the study
adopted a qualitative case study design. Data were collected through classroom
observations and interviews with ten English language teachers from five public
schools and analyzed thematically. The findings revealed that translanguaging is a
valuable instructional strategy that enhances learners’ comprehension, recall,
engagement, and language development. Teachers skillfully integrated both English
and students’ L1s, employing strategies such as reviewing prior knowledge, asking
questions in both languages, and encouraging peer collaboration. Despite its benefits,
challenges were noted, including vocabulary limitations, structural differences
between L1 and L2, and curriculum time constraints. Teachers addressed these by
using dominant local languages, involving bilingual students as mediators, and
employing motivational strategies to build students’ confidence in speaking English.
This study contributes to the growing body of knowledge on multilingual pedagogy
by providing context-specific insights into the implementation of translanguaging in
Ghanaian upper primary classrooms. It highlights the pedagogical potential of
translanguaging in English language instruction and underscores the need for
language-in-education policies that are responsive to the linguistic realities of
multilingual learners.
Description:
A thesis in the Department of English Education,
Faculty of Foreign Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(English Language)
In the University of Education, Winneba
APRIL, 2025
