Teachers' perceptions and reflections on translanguaging pedagogical practices in bilingual education in Mozambique
DOI:
https://doi.org/10.5007/1984-8412.2021.e80925Abstract
This study aims to discuss the perceptions and reflections of bilingual education teachers in Mozambique on the exploration of translingual practices in post-transition grades. Basing on the analysis of unstructured interviews and the group discussion sessions in the process of internal and external validation of the results, this study found that teachers recognize the pedagogical problems associated with the use of monoglossic pedagogy in post-transition grades. However, teachers who participated in the translingual practice experiences favoured the use of translanguaging in post-transition grades whereas teachers who exclusively analysed the evidence of translanguaging in the classroom advocated the monoglossic pedagogical perspective in translingual practices. The study concludes that the practice of translanguaging, conditions teachers' perceptions and reflections about translanguaging in the post-transition grades.
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