Pre-service Teachers’ Translanguaging Practices in South African English Language Classrooms

Published: 29 September 2025| Version 1 | DOI: 10.17632/wmms4sxnd8.1
Contributors:
Maseeeng Papashane, Olabisi Olaoye,
, Lucy Sibanda

Description

This dataset contains 26 anonymised written reports from pre-service English teachers regarding translingual practices in their classrooms during teaching practice placements in multilingual classrooms in South African high schools.

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Steps to reproduce

Each student completed a structured written reflection following six steps adapted from Gibbs’ Reflection Cycle (1988). This paper analyses only Step 1 (description of a multilingual teaching episode); Steps 2–6 covered feelings/thoughts, evaluation of positives/negatives, analysis, conclusion, and an action plan for future translanguaging.

Categories

Pedagogy of Teacher Education, Preservice Teacher Education, Multilingualism, English-Medium Instruction

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