Using the translanguaging to enhance RES

Using the translanguaging strategy to
enhance reading for comprehension
in Kabare North: A quasi-experimental
study
By MUYAYA TSHIKISHA Michel
Domaine: Didactique de l’anglais
Orientation: Linguistique
Equipe d’encadrement
Promoteur: Dr TEMBUE ZEMBELE WA OLOLO M.J., (P.O)
Co-promoteur: Dr MALALA TAMBWE D., (P.A.)
Co-promoteur: Dr CIRIMWAMI BARHATULIRWA EMM., (P.A.)

BACKGROUND
 Visits in some schools of the Kabare area.
 Use of home languages by learners during
reading for comprehension lesson
(clarification/better understanding)
 Investigating on translanguaging as a strategy
to enhance the understanding of English texts

The problem
 What didactic strategy can be used to reinforce
the understanding of English texts via other
languages rather than the exclusive use of the
English language?

Research questions
 Main question
How can leaners improve effective understanding of
English texts during a lesson of reading for
comprehension?
 Secondary questions
1. How far can translanguaging be helpful for the
understanding of English texts?
2. What is the relationship between reading and
understanding of a text in English?
3. How can learners improve their reading for
comprehension of English texts?

Hypotheses
 Main hypothesis
Learners can improve the understanding of English
texts if they are allowed to use other languages than
English. Translanguaging can help.

Hypotheses (ctd)
 Secondary hypotheses
1. As the translanguaging pedagogy allows the use of another
language, it can facilitate learners’ understanding of English
texts based on its principle of input in English and output in
another language.
2. There can be a relationship between reading a text and
understanding a text. If learners read without understanding
what they read, then there is no reading.
3. If the EFL teacher gives learners the opportunity to prepare the
text at home, they can improve their reading and
understanding the text.

Objectives
 Main objective
To enhance reading for comprehension of EFL learners by
facilitating their understanding of English texts through their home
languages.
 Secondary objectives
1. To insert the translanguaging pedagogy as a didactic strategy
in the TEFL and particularly in reading for comprehension
lessons in English.
2. To discover the relationship that can exist between reading a
text and understanding a text.
3. To produce some tips (model lesson) that can help EFL
teachers to practice the translanguaging strategy.

Methodology
 Methods:
 Descriptive method (population, sample, study
design, milieu of investigation, etc.)
 Statistical method (mean, percentages, standard
deviation, etc.)
 Observation method (direct participant method)
 Techniques:
 Sampling (statistical ballot box strategy)
 Data collection (questions & exercises)
 Data analysis (Data Analysis software)

Translanguaging addresses bilingual or multilingual people of a
certain area
Sociolinguistic situation

Sociolinguistic situation
Learners' mother tongues chart
62%
3.17 %
3.17 %
23.8 %
7.93 %
KISWAHILI
TSHILUBA
LINGALA
KIKONGO
MASHI
MASHI +
KISWAHILI

Sampling
 Use of the ballot box strategy
 Selection (ballot box strategy) of two classes from two
different schools were as experimental and control
classes.
 Training: the teacher of the experimental class received a
training on the use of the translanguaging strategy

Sampling (ctd)
 Treatment: the translanguaging strategy was applied only to the
experimental class
 Pre-test before the treatment, i.e. translanguaging
 Post-test: after the treatment, i.e. translanguaging

Experimental device plan
Pre-test Treatment Post test
Experimental O1
X O2
Control O3 - O4

Findings / Pre-test mean scores
Class Pre-test
Experimental 42.93/100
Control 37.18/100
Mean score difference: 5.75 not significant

Findings/ Post-test mean scores
Class Post-test
Experimental 61.81/100
Control 38.79/100
Mean score difference: 23.02 Significant
 improvement of the learners’ capacity to understand an
English text. (the reinforcement of the vocabulary size,
the permission to use French during the English
classes, the contribution of the background knowledge,
and the preparation of the text at home).

Findings/Statistical hypothesis testing
Hypotheses
testing
In view of these scores, I drew the following the following
statistical hypotheses::
- Null hypothesis:
- Alternative hypothesis:

Findings/Hypotheses testing
I checked my hypotheses with the t-student test formula which
is a two-sample test assuming unequal variances. In the case of
my study, these variances were different and unequal as shown
in the table below:
Class Pre-test Post-test
Experimental 69.67 237.90
Control 170.94 187.20

Findings/Hypotheses testing (ctd)
Owing to these variances, the table hereafter indicates the t-student test
value compared to the t-table value of the two samples.
Tests t-student test value t-table value
Pre-test -2.10 2.000
Post-test 6.21 2.000
Application of the experimental device plan
Class Pre-test treatment Post-test Mean difference
Experimental 42.93 TLG 61.81 18.88
Control 37.18 - 38.79 1.61

DISCUSSION OF FINDINGS
 Previous studies: Vimbai Mbirimi-Hungwe (2022), Rafi'ah Nur et al.
(2020), Muhammad Asif Qureshi and Ahmad Aljanadbahb (2021),
Xinyi Wang (2021) and Riswanto (2022).
 Psycho-pedagogical aspect:
 Easy presentation of lesson by the teacher
 Learners’ participation to the course
 Interactivity (teacher-learner; learner-learner)
 Less stress, anxiety, frustration, etc.
 Use of the linguistic repertoire
 Research limits:
 Approach not known, very small scale,
 Learners’ learning not considered
 TLG ≠ GTM
 TLG ≠ CS

Conclusion
 TLG = pedagogical asset to enhance RC
 Implementation in Kabare North for a start
 TLG ≠ an obstacle to the mastery of English
 TLG ≠ way to laziness nor law of less effort
 Cause-and-effect relationship between reading and reading for
comprehension

Perspectives
At this point, I cannot claim that I said everything about the
translanguaging approach in secondary school text analysis. Many
challenges remain, including the plurilingual environment of the
learners, which must necessarily be considered, and the plural aspect of
literary texts. Consideration should also be given to the coding strategies
of literary texts that require more appropriate decoding theories. Finally,
there is also the environment of each school area, which requires a more
holistic view of the problem.

Perspectives (ctd)
So, in the next studies, I would think on the following preliminary topic:
" A praxeological approach to the implementation of the translanguaging
strategy in the analysis of English texts in secondary schools"

Acknowledgements
I will express my deep and hearty gratitude to the Ordinary
Professor Tembue, the Associate Professors Malala and
Cirimwami who deigned to supervise this thesis. I will thank all
members of the doctoral committee board who kindly took their
time to call us on order. This is the fruit of their labour. I also
remember my comrades in arms with whom I spent good
moments sharing scientific knowledge.

Using the translanguaging to enhance RES

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