Motivation for Using Translanguaging in Kakuma Refugee Camp School
Abstract
This paper explores the motivation for translanguaging in the Kakuma refugee camp school. The study aimed to examine the reasons for using translanguaging in Kakuma refugee camp schools. This study was guided by translanguaging theory. Through a case study approach, classroom observation and interviews were used to collect data. The data collected was analysed using thematic analysis. The findings indicate that the reasons for using translanguaging are the facilitation of students’ understanding of the subject matter, enhancing meaning-making in the lesson, activation of the classroom, and fostering communication. The findings of this study may inform the need to recognise translanguaging as a legitimate teaching pedagogy in the language-in-education policy in Kenya and in refugee camp schools in Kenya
Downloads
References
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.
Blackledge, A. & Creese, A. (2010). Multilingualism. A Critical Perspective. London: Continuum.
Braun, V. & Clarke, V. (2006). Using thematic analysis. Qualitative Research in Psychology, 3(2), 77–101.
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35
Chambo, G. A. (2018) Revitalização dos Ambientes Participativos e Interactivos na Educação Bilingue em Moçambique através do Translanguaging e do Cross-Cultural learning. Tese de doutoramento, Universidade de Vigo (não publicada).
Chimbutane, F. (2011). Rethinking bilingual education in postcolonial contexts. Clevedon, UK
Chimbutane, F. (2013). Codeswitching in L1 and L2 learning contexts: Insight from a study of teachers’ beliefs and practices in Mozambique bilingual education programmes. Language and Education, 27(4), 314–328. DOI:10.1080/09500782.2013.788022
Dryden-Peterson, S. (2015). The Educational Experiences of Refugee Children in Countries of First Asylum. Washington, DC: Migration Policy Institute.
García, O. (2009). Education, multilingualism, and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty & M. Panda (Eds.), Social Justice through Multilingual Education (pp.140–158). Bristol, UK: Multilingual Matters.
Jacobson, R. & Faltis, C. (Eds.) (1990) Language Distribution Issues in Bilingual Schooling. Clevedon, UK: Multilingual Matters.
Kiramba, K. L. (2016). Communicative Practices in a bi-/multilingual rural fourth grade classroom in Kenya. University of Illinois at Urbana-Champaign. (Unpublished PhD thesis). Urbana, Illinois.
Krause, L., & Prinsloo, M. (2016). Translanguaging in a township primary school: Policy and practice. Southern African Linguistics and Applied Language Studies, 34(4), 347–357.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655-670
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
Li, W. (2011a). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.
Li, W. (2011b). Multilinguality, multimodality and multicompetence: Code- and mode-switching by minority ethnic children in complementary schools. Modern Language Journal, 95(3), 70–384.
Li, W. & Zhu, H. (2013). Translanguaging identities: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–535
Makoe, P. (2018). Translanguaging in a monoglot context: Children mobilising and (re)positioning their multilingual repertoires as resources for learning. In G.
Makoni, S. & Mashiri, P. (2007). Critical historiography: does language planning in African need a construct of language as part of its theoretical apparatus? In S. Makoni & A. Pennycook (Eds.), Disinventing and Reconstructing Languages (pp.62–89). Clevedon: Multilingual Matters.
Mazzaferro, G. (2018). Translanguaging as Everyday Practice. Turin: Springer.
Nambisan, K. A (2014). Teachers’ attitudes towards and uses of translanguaging in English language classroom in Iowa (Unpublished master’s dissertation). Iowa State University, Ames, Iowa, United States.
Otheguy, R., García, O. & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307.
Shakina, R. (2019). Translanguaging as Agentive and Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners. (PhD Thesis). Ontario Institute for Studies in education. University of Toronto.
Translators without Borders (2017). A study on the impact of language barriers on refugees and migrant children in Greece. Retrieved from http:// translators without borders.org
Trudell, B. (2016). The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. Kenya: United Nations Children’s Fund (UNICEF)
Viegen, S. (2020). Translanguaging for and as a learner with youth from refugee backgrounds. Australian Journal of Applied Linguistics, 3(1), 60–76.
Williams, C. (1996). Secondary education: Teaching in the bilingual situation. The language policy: Taking stock, 12(2), 193-211. Yilmaz, T. (2019). Translanguaging as a pedagogy for equity of language minoritized students. International Journal of Multilingualism, Online first publication.
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.
Copyright (c) 2024 Edward Ekadeli Lokidor, Feciliano Chimbutane, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
