Pre-service Teachers' Translingual Practices in South African High School English Classrooms

This data set comprises extracts from written reflections of 26 pre-service teachers to understand their translingual practices. It focuses on their descriptions of an experience where they and/or their learners used multiple languages in the teaching and learning of English. The research paper for which the data highlights the pre-service teachers' translingual practices, their classification on either active or passive, and their functions in the English classroom.
Braun and Clarke's (2013) six-step framework for thematic analysis was followed in analysing the reflections. The researchers familiarised themselves with the collected data. They read and re-read the reflections. The next step was to generate the initial codes, such as Language Frequency; Translingual Practices; and Pedagogical Content. The researchers then searched for themes and reviewed them, ensuring that they were supported by the data. The themes were then defined and named Active Translingual Practices; Passive Translingual Practices; Applications of Translingual Practices; and Functions of Translingual Practices, and a final report was written.
The findings of the study reveal that multiple languages are used alongside English in English classrooms. Furthermore, pre-service teachers frequently employ active translingual strategies and, less prominently, passive translingual strategies. These practices primarily serve interpretive functions, while also fulfilling interactive roles and managerial roles.