Pre-service Teachers' Translingual Practices in South African High School English Classrooms
Description
This data set comprises extracts from written reflections of 26 pre-service teachers to understand their translingual practices. It focuses on their descriptions of an experience where they and/or their learners used multiple languages in the teaching and learning of English. The research paper for which the data highlights the pre-service teachers' translingual practices, their classification on either active or passive, and their functions in the English classroom. Braun and Clarke's (2013) six-step framework for thematic analysis was followed in analysing the reflections. The researchers familiarised themselves with the collected data. They read and re-read the reflections. The next step was to generate the initial codes, such as Language Frequency; Translingual Practices; and Pedagogical Content. The researchers then searched for themes and reviewed them, ensuring that they were supported by the data. The themes were then defined and named Active Translingual Practices; Passive Translingual Practices; Applications of Translingual Practices; and Functions of Translingual Practices, and a final report was written. The findings of the study reveal that multiple languages are used alongside English in English classrooms. Furthermore, pre-service teachers frequently employ active translingual strategies and, less prominently, passive translingual strategies. These practices primarily serve interpretive functions, while also fulfilling interactive roles and managerial roles.
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Steps to reproduce
First, participants wrote reflections on their translingual practices in multilingual English classrooms, in five steps: Step 1: Describing an experience where they and/or their learners used multiple languages in the teaching and learning of English. Step 2: Explaining what they felt and what they thought as they and/or their learners used languages as described in Step 1. Step 3: Discussing both the negative and positive sides of the experience. Step 4: Analysing their experiences. Step 5: Summarising the experience, feelings, evaluation, and general impressions about multilingualism in the teaching and learning of English. Secondly, in view of the aim aim and objectives of the study, Braun and Clarke's (2013) approach to thematic analysis was used to analyse relevant data in the written reports. Thirdly, the findings were interpreted and discussed in terms of language frequency and pre-service teachers' translingual practices (types and purposes) in English language classrooms.