Exploring translanguaging strategies in enhancing reading comprehension of English short stories among Grade 7 learners in Luvuvhu Circuit, Limpopo Province, South Africa

This study aims to provide insights into the effectiveness of the translanguaging approach in enhancing the reading comprehension of short stories among Grade 7 English First Additional Language learners. A qualitative approach was employed to collect data from two (2) Grade 7 teachers teaching English First Additional Language and twenty (20) Grade 7 learners registered for English First Additional Language. The study findings revealed that translanguaging strategies such as explaining the title, content of the short story, new words, and allowing discussion of the short story in the Home Language improved the learners’ reading comprehension. These strategies facilitated a deeper understanding of the short story, reduced cognitive load, increased linguistic awareness, and legitimised learners’ linguistic repertoire. The findings have implications for pedagogical practices, suggesting that teachers should acknowledge and leverage learners’ entire linguistic repertoire to support reading comprehension of the short stories. By embracing translanguaging strategies in the L2 classrooms, Grade 7 English First Additional Language teachers can create positive and inclusive learning environments that value linguistic diversity and support the development of reading comprehension skills.