Translanguaging and the teaching of English Language in selected upper primary classrooms in Tema West Municipality

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.