Translanguaging as The Resource for Constructing Offenders’ Language Identities in A Correctional Centre Mathematics Classroom
DOI:
https://doi.org/10.23918/ijsses.v12i1p156Keywords:
Translanguaging, Correctional Centre Mathematics Classroom, Offenders’ Language Identities, Inquiry-Based Mathematics Problem Solving, MultilingualismAbstract
The translanguaging strategy, although initially coined from the Welsh bilingual classroom contexts, has extended across different learning and social contexts, particularly because of the expansion of multilingualism. Defined and conceptualized as the purposeful and cross curricular strategy for the planned and systematic use of two or more languages, translanguaging has been perceived, in different scholarly works, both as a communication and a pedagogical approach. Furthermore, since its emergence, scholars have debated the applicability of translanguaging across the curriculum. As a result, researchers working in multilingual classrooms conceptualized translanguaging as the multilingual oral interaction and fluidity in language use across the curriculum. While different scholarly works have discussed translanguaging within the context of various learning areas, the scholarship that discusses translanguaging chiefly within the context of mathematics learning in correctional center classrooms is still arguably limited. This paper sought to explore the role of educationists’ and adult offenders’ use translanguaging in constructing and in conceptualizing adult offenders’ language identities within a correctional centre mathematics classroom. From the interpretivist epistemological stance, qualitative data were collected through semi-structured interviews with three purposively sampled educationists and two purposively sampled adult offenders, to address the following research question, which animate the study: What are the offenders’ language identities discernible through the use of translanguaging strategy in a mathematics correctional centre classroom? Framed within the case study research design, through the lens of Vygotsky’s (1978a) Socio-Cultural Learning Theoretical perspective, the qualitative data were analyzed using thematic analysis. The findings indicate that translanguaging and an inquiry-based approach help in conceptualizing offenders' sabela language and communicative repertoires. These findings have practical implications for both educationists’ andragogical practices and adult offenders’ learning. The study recommends using translanguaging and inquiry-based problem solving to help construct offenders' language identities.
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