Implementing Mother Tongue Based Bilingual Education through Translanguaging in Multilingual Classrooms: A Systematic Review
Keywords:
Mother-tongue based bilingual education; linguistic equity; pilot schools; translanguaging; multilingual classroomsAbstract
Mother-tongue based bilingual education (MTBBE) and translanguaging have received increased attention in recent years. MTBBE has been widely recognized as an asset in early grades to improving learning outcomes and linguistic equity in multilingual contexts. However, its implementation often faces challenges related to teacher preparedness, complex linguistic realities of classrooms, and public attitude. Translanguaging, which leverages learners’ full linguistic repertoire, has also emerged as a promising pedagogical strategy to enhance MTBBE since it promotes fluid language use in multilingual context. However, a concern is that research on MTBBE implementation and translanguaging approaches has not addressed the complex issues of multilingual classrooms. This systematic literature review draws on empirical studies on pilot projects on MTBBE and translanguaging in South Africa (SA). Using a PRISMA guideline for systematic literature review, this study reveals the current state of MTBBE implementation in pilot schools across the country and highlights the benefits of translanguaging in the implementation of MTBBE in multilingual classrooms. A data search of MTBBE and translanguaging between 2015 and 2025 was conducted to address this area of interest. This systematic literature review synthesizes the state of implementation of MTBBE in pilot schools and in multilingual classrooms using translanguaging, to inform the educational stakeholders about the implications of the implementation of MTBBE using translanguaging approaches and contribute to the growing body of knowledge in multilingual context by offering insights from educators and the public on the implementation of MTBBE.
https://doi.org/10.26803/ijlter.24.6.34
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