Abstract:

The teaching of English grammar is faced with varied challenges in South African schools, resulting in the failure or poor academic performances of the learners not only in the English language as a subject but in other subjects as well since a larger percentage of the learning and assessment are conducted in the English language. This learning difficulty has been attributed to the diverse linguistic nature of the classroom particularly for those learners from previously disadvantaged backgrounds for whom English language is an additional language. Despite the numerous interventions put in place by the government, many of the learners continue to structure in this quagmire. The existing situation thus makes English grammar teaching to be a daunting task for educators. It is therefore imperative to introduce an alternative pedagogic approach that views the diverse linguistic backgrounds of the learners as an opportunity rather than an obstacle. Cast in this way, the paper seeks to explore the affordances of translanguaging as an effective pedagogical tool for addressing the linguistic challenges that are prevalent in the teaching of grammar in English additional language classrooms. Defined as the fluid and dynamic use of multiple languages for instruction and learning, this paper argues that translanguaging can offer a promising avenue by promoting deeper understanding and engagement in grammar instruction. This approach not only acknowledges and values students’ multiple linguistic repertoires, it also promotes opportunities for meaningful language learning experiences that leverage learners’ linguistic resources. This paper therefore seeks to explore how translanguaging could be harnessed for the effective teaching of English grammar in South African schools.

This study employs a desktop research approach in examining the practical applications of translanguaging in the teaching and learning of English grammar in South African schools. By way of contributing to the existing body of knowledge in the field of grammar instruction, firstly, translanguaging has the potential to integrate learners’ home languages into English grammar lessons, enhancing linguistic flexibility. Secondly, it can be used as a tool to incorporate learners’ cultural and linguistic backgrounds into English grammar teaching, fostering a sense of belonging and encouraging active participation. Thirdly, it also be used as a scaffolding technique by providing linguistic support in learners’ home languages while gradually transitioning the learners into English-only instruction.

By showcasing the potential of translanguaging as an effective pedagogy in English grammar instruction in South African schools, this paper contributes to the ongoing discourse on language pedagogy. It also has implications for policy makers and practitioners particularly in language policy in education by making explicit the application of research findings in the language teaching classroom.

Keywords:

Translanguaging, English grammar, pedagogy, linguistic challenges.