Pedagogical translanguaging: bridging discourses in South African science classrooms

This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners’ poor English proficiency frequently restricts their access to the curriculum. The purpose of the study was to explore how these science teachers utilised the...