Translanguaging mediating reading in a multilingual South African township primary classroom

References

• Arthur, J. (1996). Code switching and collusion: Classroom interaction in Botswana primary schools. Linguistics and Education, 8(1), 17–33. doi: 10.1016/S0898-5898(96)90004-2
   Google Scholar
• Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon: Multilingual Matters.
   Google Scholar
• Childs, C. (2016). Reflecting on translaguaging in multilingual classrooms: Harnessing the power of poetry and photography. Educational Research for Social Change, 5(1), 22–40. doi: 10.17159/2221-4070/2016/v5i1a2
   Web of Science ®Google Scholar
• Constitution of the Republic of South Africa. (1996). Retrieved from https://cer.org.za/virtual-library/legislation/national/constitutional/constitution-of-the-republic-of-south-africa-1996
   Google Scholar
• Creese, A., & Blacklegde, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94, 103–115. doi: 10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• De Los Reyes, R. A. (2018). Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. International Journal of Multilingualism. doi: 10.1080/14790718.2018.1472268
   PubMed Web of Science ®Google Scholar
• Department of Basic Education. (2011). Curriculum and assessment policy Statement. Pretoria: Author.
   Google Scholar
• Department of Education. (1997). Language in education policy. Retrieved from http://www.education.gov.za/Documents/policies/LanguageEducationPolicy1997
   Google Scholar
• Department of Education. (2009). Report of the task team for review of the implementation of the national curriculum statement. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.233.3629&rep=rep1&type=pdf
   Google Scholar
• Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
   Google Scholar
• Garcia, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Pivot.
   Google Scholar
• Garcia, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, doi: 10.1080/13670050.2019.1598932
   Web of Science ®Google Scholar
• Garcia, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities and pluralities. The Modern Language Journal, 95, 385–400. doi: 10.1111/j.1540-4781.2011.01208.x
   Web of Science ®Google Scholar
• Grosjean, F. (1985). The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6, 467–477. doi: 10.1080/01434632.1985.9994221
   Google Scholar
• Gutierrez, K., Baquedano-Lopez, P., Alvarez, H., & Chiu, M. (1999). Building a culture of collaboration through hybrid language practices. Theory Into Practice, 38(2), 87–93. doi: 10.1080/00405849909543837
   Web of Science ®Google Scholar
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
   Google Scholar
• Henning, E., Van Rensburg, W., & Smit, B. (2004). Finding your way in qualitative research. Pretoria: Van Schaik.
   Google Scholar
• Heugh, K. (2015). Epistemologies in multilingual education: Translanguaging and genre – companions in conversation with policy and practice. Language and Education, 29(3), 280–285. doi: 10.1080/09500782.2014.994529
   Web of Science ®Google Scholar
• Kiramba, L. K. (2016). Heteroglossic practices in a multilingual science classroom. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2016.1267695
   Web of Science ®Google Scholar
• Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222–1235. doi: 10.1016/j.pragma.2010.07.011
   Web of Science ®Google Scholar
• Li, W. (2014). Negotiating funds of knowledge and symbolic competence in the complementary school classrooms. Language and Education, 28(2), 161–180. doi: 10.1080/09500782.2013.800549
   Web of Science ®Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. doi: 10.1093/applin/amx039
   Web of Science ®Google Scholar
• Madiba, M. (2014). Promoting concept literacy through multilingual glossaries: A translanguaging approach. In C. Van der Walt & L. Hibbert (Eds.), Multilingual teaching and learning in higher education in South Africa (pp. 68–87). Clevedon: Multilingual Matters.
   Google Scholar
• Makalela, L. (2014). Fluid identity construction in language contact zones: Metacognitive reflections on Kasi-taal language practices. International Journal of Bilingual Education and Bilingualism, 17(6), 668–682. doi: 10.1080/13670050.2014.953774
   Web of Science ®Google Scholar
• Makalela, L. (2015a). Moving out of the linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. doi: 10.1080/09500782.2014.994524
   Web of Science ®Google Scholar
• Makalela, L. (2015b). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam, 31(1), 15–29. doi: 10.5785/31-1-628
   Google Scholar
• Makalela, L. (2016). Ubuntu translanguaging: An alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, 34(3), 187–196. doi: 10.2989/16073614.2016.1250350
   Web of Science ®Google Scholar
• Makalela, L. (2017). Bilingualism in South Africa: Reconnecting with Ubuntu translanguaging. In O. Garcia, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 297–309). New York, NY: Springer.
   Google Scholar
• Makalela, L., & Fakude, P. (2014). Barking in texts in Sepedi reading texts: Towards an edumetric intervention in African languages. Southern African Journal of African Languages, 34, 71–78. doi: 10.1080/02572117.2014.896538
   Google Scholar
• Maluleke, N., & Makalela, L. (2018). An inventory of text-types for Xitsonga and English early-grade readers: Implications for translanguaging and transtextual practices. In L. Makalela (Ed.), Shifting lenses: Multilanguaging, decolonisation and education in the global South (pp. 67–82). Cape Town: CASAS.
   Google Scholar
• Martin, W. P. (2003). Interactions and interrelationships around texts: Practices and positionings in a multilingual classroom in Brunei. International Journal of Bilingual Education and Bilingualism, 6, 185–201. doi: 10.1080/13670050308667780
   Google Scholar
• Mkhize, D. N. (2016a). Resources, mediators, and identities: Home literacy practices of rural bilingual children. Southern African Linguistics and Applied Language Studies, 34(1), 43–56. doi: 10.2989/16073614.2015.1133248
   Web of Science ®Google Scholar
• Mkhize, D. (2016b). Mediating epistemic access through everyday language resources in an English language classroom. Southern African Linguistics and Applied Language Studies, 34(3), 227–240. doi: 10.2989/16073614.2016.1250355
   Web of Science ®Google Scholar
• Mwaniki, M. (2018). Language and literacy education in complexly multilingual contexts: Reflections for theory and practice. In L. Makalela (Ed.), Shifting lenses: Multilanguaging, decolonisation and education in the global South (pp. 21–44). Cape Town: CASAS.
   Google Scholar
• Nkadimeng, S. P., & Makalela, L. (2015). Identity negotiation in a superdiverse community: The fuzzy languaging logic of high school students in Soweto. International Journal of the Sociology of Language, 234, 7–26.
   Google Scholar
• Pacheco, M. B., & Miller, M. E. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533–537. doi: 10.1002/trtr.1390
   Web of Science ®Google Scholar
• Palmer, D., Martinez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 93(3), 757–772. doi: 10.1111/modl.12121
   Google Scholar
• Probyn, M. (2009). ‘Smuggling the vernacular into the classroom’: Conflicts and tensions in classroom codeswitching in township/rural schools in South Africa. International Journal of Bilingual Education and Bilingualism, 12(2), 123–136. doi: 10.1080/13670050802153137
   Web of Science ®Google Scholar
• Sefotho, M. P., & Makalela, L. (2017). Translanguaging and orthographic harmonisation: A cross lingual reading literacy in a Johannesburg school. Southern African Linguistics and Applied Language Studies, 35(1), 41–51. doi: 10.2989/16073614.2016.1272423
   Web of Science ®Google Scholar
• Siegel, J. (2006). Keeping creoles out of the classroom: Is it justified? In S. Nero (Ed.), Dialects, Englishes, creoles and education (pp. 39–67). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Vaish, V. (2012). Teacher beliefs regarding bilingualism in an English medium program. International Journal of Bilingual Education and Bilingualism, 15(1), 53–69. doi: 10.1080/13670050.2011.594496
   Web of Science ®Google Scholar
• Vaish, V., & Subhan, A. (2015). Translanguaging in a reading class. International Journal of Multlingualism, 12(3), 338–357. doi: 10.1080/14790718.2014.948447
   Web of Science ®Google Scholar