Eucharia Okwudilichukwu Ugwu

Supporting Young People’s Identity through Translanguaging in English as a Second Language Classroom

Introduction

Supporting young people’s identity through translanguaging in english as a second language classroom. Discover how translanguaging in English as a Second Language classrooms empowers young Nigerian learners' identity and literacy, challenging monolingual biases.

Abstract

This work highlights how monolingual English-based instruction prevents Nigerian children from acquiring literacy skills and, more, attaining a healthy sense of selves as bilingual language learners. A narrative qualitative inquiry approach was used to do a critical case study of elementary school students whose Mother Tongue (MT) is Nsukka Igbo, a dialect spoken in the eastern part of Nigeria, West Africa. Data was collected through classroom observations and formal and informal interactions with the children. The study was framed through translanguaging as decolonial theory and pedagogical practice, which allowed the author to think through the complexities of an imposed bilingual identity and to engage the students in English language learning (ELL). This paper provides insights into young Nigerian L2 learners’ struggles with their identity, which may be of interest to all language teachers and shed further light upon the need for young people to learn in their MT. Although the results of this research may not be generalized due to the short duration of the intervention, the experiences shared here suggest that translanguaging has the possibility of transforming teaching practice in Nigeria and other language learning environments.

Review

This timely paper critically examines the detrimental impact of monolingual English-based instruction on the literacy acquisition and identity development of Nigerian children, particularly those whose Mother Tongue is Nsukka Igbo. Employing a narrative qualitative inquiry approach through a critical case study of elementary school students, the author meticulously gathers data via classroom observations and direct interactions. The central argument posits translanguaging, framed as both decolonial theory and pedagogical practice, as a powerful and necessary alternative to address the complexities of imposed bilingual identity and foster more effective English language learning. The paper effectively illuminates the struggles faced by young L2 learners in navigating their linguistic and cultural selves within a restrictive educational system. A significant strength of this work lies in its robust theoretical framing of translanguaging not merely as a teaching strategy but as a decolonial imperative, offering a critical lens to challenge prevailing educational norms in post-colonial contexts. By providing insights into the nuanced experiences of Nigerian children, the study makes a compelling case for the affirmation of learners' full linguistic repertoires in the classroom. The detailed qualitative approach, rich with contextual specificity from Nsukka Igbo, offers valuable empirical grounding for the theoretical arguments, making it highly relevant for language educators, policymakers, and researchers concerned with identity and language education worldwide. The emphasis on the need for young people to learn in their MT is a crucial highlight, resonating with broader calls for culturally responsive pedagogy. While acknowledging the limitation that the short duration of the intervention precludes generalizability, the abstract nonetheless presents compelling evidence suggesting translanguaging's potential to transform teaching practices in Nigeria and similar language learning environments. Future research could build upon these foundational insights by conducting longer-term studies with larger cohorts to explore the longitudinal effects on literacy development and identity formation, and to further quantify its impact. Despite this stated limitation, the experiences shared here provide invaluable qualitative data that strongly advocates for a paradigm shift in language education, making a vital contribution to the discourse on multilingualism, identity, and decolonial pedagogy in language classrooms.

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