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Perspectives of Translanguaging in Afrikaans First Additional Language and South African Classrooms: Code-Switching Practice Perspectives in Education
Abstract
This study focuses on the perceived act of alternating between languages in a context in which even the monolingual and -glossic use of language alternation still proves to be problematic. Due to (i) the discrepancy between theory and practice regarding the use of Code-switching (CS), (ii) the dearth of CS research in Afrikaans First Additional Language education and the geographical area, Pretoria, (iii) the possible negative perceptions already outlined in other research with regards to CS as a teaching approach and strategy and (iv) the multicultural and multilingual backgrounds of learners intermingled in a single classroom, this chapter aims to provide an critical engagement with the linguistic diversity of learners and teachers in the South African education system in terms of translanguaging practices in classrooms and assessments. New data applicable to the Global South, from an understudied language combination of Afrikaans-English for CS and pedagogical translanguaging is explored in a multi-cultural and multilingual setting.
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