37.422, FYI: Webinar 9 February: Enacting Translanguaging in a Ghanaian Multilingual Classroom - Code Choices in Minority Language Classrooms

[The LINGUIST List]

LINGUIST List: Vol-37-422. Thu Jan 29 2026. ISSN: 1069 - 4875.

Subject: 37.422, FYI: Webinar 9 February: Enacting Translanguaging in a Ghanaian Multilingual Classroom - Code Choices in Minority Language Classrooms

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Date: 29-Jan-2026
From: Bert van Pinxteren [afrilang at outlook.com]
Subject: Webinar 9 February: Enacting Translanguaging in a Ghanaian Multilingual Classroom - Code Choices in Minority Language Classrooms


Upcoming webinar: Enacting translanguaging in a Ghanaian multilingual
classroom - Code choices in minority language classrooms. Friday, 6
February 2026, 15:00 - 16:00 GMT. Presenters: David Dankwa-Apawu,
University of Media, Arts and Communication, Accra; Yvonne
Agbetsoamedo, University of Ghana, Legon; Elvis ResCue, University of
Birmingham, UK
Register via
https://events.teams.microsoft.com/event/5158c609-2abc-4ef6-88fb-2efa28d061b9@d400387a-212f-43ea-ac7f-77aa12d7977e
In the multilingual classroom, translanguaging functions strategically
or spontaneously as a tool for effective instruction; however,
language-in-education policies often complicate this practice. The
case study presented here was conducted in Santrokofi, Ghana, to
investigate translanguaging as a pedagogic practice within a
multilingual classroom constrained by a restrictive bilingual
education policy. The study delineates the nature and functions of
translanguaging in this setting. The findings affirm that the
multilingual classroom is a critical site for translanguaging.
However, the study observed that while translanguaging occurred
between English and Ewe, the learners' mother tongue, Selee, was
excluded due to the English-Ewe bilingual policy. Teachers
consequently discouraged the use of the mother tongue, a phenomenon
that inhibits learners from maximizing their full linguistic
repertoire. We posit this exclusion as a significant constraint to
effective translanguaging and propose a re-examination of Ghana's
language-in-education policy, alongside teacher reorientation, to
reverse negative attitudes and align with recommendations for
mother-tongue instruction.

Linguistic Field(s): Applied Linguistics
                     Sociolinguistics

Subject Language(s): Selee (snw)

Language Family(ies): Kwa



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