TRANSLANGUAGING AS INCLUSIVE PEDAGOGICAL STRATEGY IN PRIMARY SCHOOLS WITHIIN KAKUMA REFUGEE CAMP, TURKANA COUNTY, KENYA

Abstract

This study explored translanguaging as inclusive pedagogy in primary schools in Kakuma refugee camp in Turkana County. The study examined how teachers use translanguaging as inclusive pedagogical strategy in English- medium instruction classrooms. The participants in this study were seven teachers and the refugee students from South Sudan and Somalia. Through a case study research approach, interviews and observation were used to collect data. Thematic data analysis was used in the analysis of the data. The findings indicate that teachers use translanguaging as pedagogical strategy to enhance meaning-making, understanding, communication and engage all students in the teaching and learning activities in the English-medium instruction classrooms. The findings of this study may inform the inclusion of translanguaging in language-in- education policy in Kenya as teaching pedagogy in English – medium instruction classrooms in Kenya and in the refugee campus