Language-supportive pedagogy in biology learning: Exploring teachers' translanguaging practices and experiences in Tanzanian secondary schools

Анотація

This study explored teachers’ perspectives on language use in Tanzanian secondary school science classrooms, where English is used as the medium of instruction, even though the majority of students come from Kiswahili-speaking backgrounds. This study employed a qualitative approach with a multiple case study design, utilising sociocultural and immersion theories to gather data from sixteen (16) Biology teachers through interviews and classroom observations. Thematic analysis revealed the tension between “English-only policy” and linguistic realities of daily practice. Teachers reported that the exclusive use of English as the medium of instruction hinders comprehension for most students, especially those with limited English proficiency, hence the need for a translanguaging pedagogical strategy. Using both English and Kiswahili enhances understanding of scientific concepts, reduces cognitive load, and fosters meaningful learning. Additionally, students’ linguistic trajectories in Kiswahili-dominant primary education pose significant barriers to their transition from Kiswahili-medium education to English-medium education, highlighting the need for multilingual scaffolding. Teachers advocate for a balanced multilingual approach that integrates Kiswahili to guarantee equal access to Biological content while maintaining English for academic purposes. Overall, the study underscores the risks of strict English-only instruction, including disengagement and lower academic performance, suggesting that flexible language practices are more appropriate in multilingual contexts. These findings contribute to discussions on language-of-instruction policies by illustrating how context-responsive multilingual practices can enhance inclusion and achievement in Biology education in Tanzania.