O impacto do translanguaging no ensino - aprendizagem da língua inglesa em contextos em que se fala as línguas locais e o português: o caso da Escola Secundária de Xikanyanini de Ressano Garcia

Abstract

The use of the linguistic reportoires of multilingual students (García, 2009; García & Wei, 2014), among several aspects, can bring dynamism and flexibility to the L2/LE classroom (Creese & Blackledge, 2010), giving room to the cross-linguistic transfer (Cummins, 2007), allowing students’ greater participation and interaction during teaching and learning process. More to this point, studies in the English teaching field (Cabinda, 2013; Ussene, 2017) point out that the exclusive use of Communicative Language Teaching is detrimental to the teaching and learning of bilingual students in Mozambique. In this light, this dissertation aims to explore the use of Translanguaging as a pedagogical communicative strategy and its impact on the teaching of English in contexts in which local languages and Portuguese are spoken. In order to achieve this goal, we posed some questions, as follows: (i) How can translanguaging, as a pedagogical and a commuinicative strategy, promote English language teaching and learning in contexts in which local languages and Portuguese are spoken? (ii) To what extent can the use of all students’ linguistic repertoires in the classroom provide an English language teaching and learning dynamic, flexible, participative and interactive in linguistic osmosis environments? (iii) What perceptions do students, teachers and school managers have regarding to the use of translanguaging in the teaching of English language? This is a qualitative research based on ethnographic techniques, namely, observation, interview and note taking. It analyzes data collected at Xikanyanini Secondary School in Ressano Garcia, which involved 3 teachers, 1 school manager and 36 students. The results show that the use of translanguaging, as a pedagogical and a communicative strategy, makes the learning and teaching process of English dynamic, flexible, participative and interactive, and allows learners become the center of the learning and teaching process, as it enables communication and comprehension of language in a bi/multilingual classroom