Communicating in multilingual learning ecologies: Teacher trainees' perceptions of translanguaging in lecture rooms in Kenya

Abstract

This research delves into the nuanced perceptions of teacher  trainees (TTs) regarding translanguaging (TL) whilst  communicating within  the lecture room learning ecology. It  focuses on four fundamental learning processes, namely,  attention retention, success in  learning, interaction with the  instructor, and knowledge transmission. Anchored in classic  theoretical approaches to communicative  competence and  the more recent theory of translingualism, the research  addresses the overarching question: How do teacher trainees  perceive and experience the utilisation of translanguaging  practices in a multilingual university learning ecology in  Kenya? Quantitative  data were collected through a  structured questionnaire from 80 TTs at a Kenyan university  to address this inquiry. The results reveal  predominantly  positive responses for TL in the lecture room ecology  regarding solidarity and status relationships. For instance,  participants expressed a heightened ability to retain  attention when instructors judiciously employed a mix of  languages, resulting in  increased engagement and a more  favourable learning experience. Additionally, while TTs express confidence in using TL for certain  tasks, there is a  notable hesitation in written assignments and examinations.  These and other outcomes contribute valuable insights  into  the dynamic interplay between TTs’ reflexivity and their  responses to TL. This study underscores the significance of  incorporating  TTs’ perspectives into the ongoing language  political debate surrounding Kenya’s language-in-education  policy, particularly in exploring  new possibilities and  approaches to translingual pedagogy. Translingual  pedagogy foregrounds the collaborative use of  languages  and linguistic abilities that individuals draw on to make  meaning and communicate effectually – their complete  linguistic  repertoire.