Translanguaging in Mathematics and Life Skills classrooms in the Foundation Phase schools in Mopani District: A case study of Khelovedu dialect

Background: The usage of dialects in South African classrooms is prohibited, and this puts dialectal learners at a disadvantage. To address challenges faced by dialectal learners, this article explores the use of Khelovedu as a dialect through the translingual approach. Aim: The article aims to explore the instances of translanguaging in the Foundation Phase (FP) classrooms during Mathematics and Life Skills lessons. Setting: This study was carried out at a rural primary school in Mopani district, Limpopo province, South Africa. Methods: This study employed a qualitative approach with a case study design, utilising a purposive sample of four FP teachers and 129 learners for data collection. The data were collected through classroom observations and analysed using content analysis. Results: The findings revealed that FP teachers used the Khelovedu dialect through the translingual approach to teach Mathematics and Life Skills. The findings suggest that incorporating dialects in the classroom provides more advantages than disadvantages. Conclusion: This article concludes that the usage of dialects in the classroom benefits learners optimally. It is therefore recommended that teachers and the Department of Basic Education adopt the translingual approach as a tool to accomplish communicative goals and to enhance learners’ understanding. Contribution: Using the translanguaging theory, this article framed dialects such as Khelovedu as a valuable resource rather than an interference in learning. This article therefore contributes towards the formulation of policies that permit the usage of dialects in education.