The linguistic landscape of Fiji’s education sector has evolved over the years.
Initially, students speaking Vosa Vakaviti and Fiji-Hindi made up the linguistic composition of individual classes. The coming of immigrants from every corner of the world saw the linguistic composition of classes change from having speakers of two speech communities to multiple speech communities. This led to the implementation of English as the language in education, trade and commerce, law and politics.
The use of English language has had advantages to the students by way of improved competencies in students’ language skills. However, this holds true for students who are academically inclined while students with diverse educational needs were left out. It is no doubt that English is a second language for majority of students in Fiji and speaking in a language other than the language spoken at home requires confidence and skills to communicate. Also, the fear of being ridiculed by fellow students demotivates struggling learners to participate in class thus language becomes a barrier in the learning process. Such barriers to learning are not only confined to Fiji but to the rest of the world. Theorists have since developed “Translanguaging” that helps to break that barrier by enhancing learning in one’s own language. This teaching pedagogy describes how language is used by bilinguals and multilinguals to communicate, interact and learn through their diverse language skills.
The Institute of Education Sciences recognises translanguaging as “a theory that explains dynamic ways people use languages in real life”. Simply put, translanguaging is when a teacher allows students to use their mother tongue to discuss concepts for better understanding. In doing so, the teacher encourages equal participation from students who are confident and competent in English but also from those who are not. In such instances, language creates learning whether it is in one’s mother tongue or in English.
Translanguaging vs code-switching
Translanguaging and code-switching are two important concepts in language learning. While translanguaging is how people make use of language in different contexts, code-switching is switching between one language to another in a conversation. The distinction between the two is simple: codeswitching is practiced during conversations while the other is practiced in various linguistic learning and communicative spaces. In the Fijian context, code-switching is widely used. The pluralistic nature of Fiji’s cultural landscape has enabled people to learn aspects of each others language through code-switching. For example, Hindi words such as areh, ha, kab, kaise etc are understood and spoken by non-Hindi speakers and iTaukei words such as io, donu, sega, kua etc are widely understood and spoken by non iTaukei people. Similarly, in a classroom setting, teachers may code-switch from English to Vosa Vakaviti or Hindi to ask students if they have understood the concept or not.
Translanguaging as a pedagogy
Initially coined by Cen Williams in 1996 and later expanded by Ofelia Garcia (2014), translanguaging has been used as a theoretical framework in language research, learning and education across multilingual classrooms. Translanguaging as a pedagogy means that the teacher is aware that the students’ linguistic capabilities can go further than the classroom language use. Teachers then use this as an opportunity to bridge the gap in learning by using the students’ mother tongue to teach the concept. For example, teacher X teaching mathematics in a classroom where majority of the students are iTaukei. They know that students can add and subtract in their own language. They use the content knowledge in the first language to bridge the vocabulary from Vosa Vakaviti to the language of the same content in English so the students will be able to express the math knowledge they know in both Vosa Vakaviti and English. Such practices do not only help students to understand the concept but engages every student in the class regardless of their linguistic or academic capabilities.
Usage of translanguaging in the classroom has had many educational advantages. Firstly, it promotes a deeper understanding of the subject matter. In a bid to improve exam results, teachers usually employ strategies such as peer teaching, extra classes, personalised sessions for struggling students. Teachers teaching science, commerce or mathematics can use this to enhance learning in the classroom in one’s home language. This can be done either through teachers or students. Teaching in languages spoken at home aids learning that needs to be capitalised by teachers. The shift from instructional language to home language for learning demystifies the notion that languages should not be a barrier to learning but an aid.
Secondly, it helps in the development of non-dominant language. For most students throughout Fiji, English is a second language and given that English is the instructional language in Fijian classrooms, students may find it hard to cooperate, speak or learn. Usage of translanguaging pedagogy will help in the development of English language. For instance, Jone’s receptive skills exceed his productive skills in English. He can read a book in English but makes annotations in his home language — Vosa Vakaviti. He writes his first draft in Vosa Vakaviti since that is his more proficient language. Jone then rewrites the book report in English using the same key ideas, examples, and citations, thereby using Vosa Vakaviti as a tool for English language development. Moreover, it enables students’ awareness of different language forms and structure and how language can be used interchangeably. Learning one’s language also enhances and promotes multiculturalism and increases communicative skills among students.
In conclusion, while it is a requirement for students to learn the language of instruction and the academic contents of various subjects in the instructional language, extra language support is needed for students to excel in their studies. While we in Fiji focus on examination results as an achievement indicator, students must not be deprived of the opportunity to learn in their home language.
Language in schools should act as an aid in learning and not a barrier!
- Avitesh Deepak Kumar is a former high school teacher and currently works as a Student Success Specialist at Fiji National University. The views expressed are his personal and not the views of institution he works for.
