The TDS model and epistemic justice for bilingual learners
Abstract
The object of research: Contemporary research suggests the use of an instructional language different from students’ home language as a major contributing factor to academic underachievement. This has also been the case in Gwanda South, Zimbabwe, where Sesotho speaking secondary school learners are taught through English only and have been underperforming. Analysts have suggested the use of a language different from their learners’ home language as the major cause of academic underachievement.
Investigated problem: This study explores how concurrent use of multiple languages can enhance learning in a bilingual community. Results from national examinations show learners from Gwanda South perform comparatively lower than most districts in the country, resulting in calls for transformative pedagogy. This mixed methods study used a descriptive survey design that opted for face-to-face interviews and questionnaires to collect data from 120 secondary school learners, 20 parents, 20 teachers, 10 head teachers and 10 Teachers-in-Charge. Convenience sampling was used to identify participants.
The main scientific results: Results from the study indicate participants’ willingness for pedagogies that acknowledge multiple languages. They also indicate an enhanced academic performance among students when the TDS model is used for pedagogical purposes. As a result, the article introduces a model that is being proposed and recommended for use in bilingual settings, called The Dual System (TDS) Model. The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabwe.
The area of practical use of the research results: The TDS Model has a number of variables that make it operate effectively and efficiently. Its basis is two languages in an environment and community with a keen interest in the successful use of those languages in the classroom. Both teacher and learner ought to be tuned to dual language use and to accept full roles for both languages in the classroom. Translanguaging then is a key element that defines academic activities. Bilingual education where Sesotho and English are key classroom languages is recommended for Gwanda South, Matabeleland South, Zimbabwe
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