Abstract:
Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first
language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual
contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in
multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including
learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards
to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6
learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand
the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on
individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it
affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and
views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience
for the learners involved. We provide information on the context of translanguaging and the methods implemented to
include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences.
We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions
in multilingual classes enriched the themes elicited.
