Translanguaging in a Northern Sotho classroom: A case study of Khelobedu-speaking learners and their teachers in the Foundation Phase in Mopani District

IF 0.4 0 LITERARY THEORY & CRITICISM

Literator-Journal of Literary Criticism Comparative Linguistics and Literary Studies Pub Date : 2022-10-18 DOI:10.4102/lit.v43i1.1856

Tsebo Ramothwala, I. P. Mandende, M. Cekiso

引用次数: 0

Abstract

mother tongue but are forced by the South African Language in Education Policy which dictates the language used in disseminating knowledge in schools. This article further posits that translanguaging is a suitable teaching strategy for a multilingual country like South Africa and should therefore be placed at the centre of classroom practice in South Africa.

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北索托语课堂中的翻译——以莫帕尼区基础阶段讲Khelobedu语的学习者及其教师为例

南非语言教育政策规定了在学校传播知识时使用的语言。这篇文章进一步提出，对于像南非这样的多语言国家来说，跨语言教学是一种合适的教学策略，因此应该放在南非课堂实践的中心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literator-Journal of Literary Criticism Comparative Linguistics and Literary Studies LITERARY THEORY & CRITICISM-

CiteScore

0.70

自引率

66.70%

发文量

审稿时长

12 weeks

期刊介绍： Literator publishes research articles and essays on linguistics and literature in general, but focuses in particular on the (comparative) study of South African languages and literatures and other cultural phenomena across language, media and cultural boundaries (examples of topics would be: different manifestations of Post-Modernism, the interaction between visual arts and literature, the representation of the South African War in literature, language attitudes and language policy).