Advancing xitsonga language education: The use of Translanguaging in literacy development practices

Abstract

The purpose of this study was to investigate how translanguaging advanced Xitsonga language education through literacy development practices in Limpopo schools. It focused on how learners and teachers used multiple languages, mainly Xitsonga and English, to support reading and writing development in multilingual classrooms. A qualitative research design was employed, involving classroom observations, semi-structured interviews with Xitsonga teachers, and analysis of learner writing samples from selected primary and secondary schools in Limpopo Province. The study aimed to understand how translanguaging was applied in literacy instruction and how it influenced learner outcomes. Findings revealed that translanguaging significantly improved learners’ comprehension, vocabulary acquisition, and confidence in both Xitsonga and English. Teachers who incorporated translanguaging strategies created inclusive learning environments that affirmed learners’ linguistic identities and promoted active participation. The research also found that translanguaging enabled learners to draw on prior knowledge and use familiar language to access unfamiliar content. Based on these findings, the study recommended the integration of translanguaging into teacher education programmes and the development of multilingual teaching materials tailored to learners’ linguistic backgrounds. School policies should also support flexible language use in classrooms to improve literacy outcomes. In conclusion, the study demonstrated that translanguaging served as an effective tool for enhancing literacy development in Xitsonga-speaking learners. This study contributes to scholarship by highlighting the practical application of translanguaging in indigenous language education and underscores its value in promoting equitable and inclusive teaching practices in South African schools.