A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / This study investigated whether the practices of translanguaging exists in Social Sciences classrooms and whether it is effectively adopted (This research was be solely based in Zululand district schools which offer isiZulu as a first language and English as First additional language).The study employed a mixed-methods approach in investigating Translanguaging in grade 9 Social Sciences classroom in the Zululand District. Observations were used to observe grade 9 Social sciences teachers and see how they use language as they are teaching, in order to determine their language of input and language of output. A reading comprehension inventory was administered through Solomon 4 quasi-experiment design by means of a class test in order to determine the learner’s language of input and language of output in the Social Sciences lesson. The main finding from the observation is that, teachers alternate between isiZulu and English, in order to make lessons understood by learners. The lesson was understood better by learners when both languages were used. Results indicate that home languages play a vital role in educational activities of learners because it is the language they are most familiar with. The main finding from the reading comprehension inventory revealed that, when learners used isiZulu as a language of input and English as a language of output they performed better. Furthermore it was discovered that the language of output played no major role in improving reading comprehension scores of learners. The significant factor was the language of input. It was evident that teachers are reluctant to use translanguaging in their lessons because it is not prescribed in the language in education policy; however when they use the prescribed language (English) they do not receive desired responses/ output from the learners and lessons become less interesting. The study recommends a need to review language policies in place and accommodate for adjustments to allow flexibility in teaching and curriculum content. This would enhance comprehension of the content subject and may improve learners’ academic performance in content subjects.

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Technology offers students and educators an uncharted digital landscape of possibilities. Some educators feel strongly that technology enhances the classroom; others feel that it doesn't necessarily improve traditional teaching methods, and some even feel that it is detrimental to students' ability to focus or engage in face-to-face conversations. My project focuses on critical dialogue as defined by various theorists, and explores whether or not secondary English classrooms that use iPads continue to use the dialogical methods as outlined by these theorists (most of which could not have foreseen today's technological advancements). By relying on these theorists and scholars to provide definitions and descriptions of dialogue and its benefits, I explain unique opportunities that the iPad offers students for dialogical learning in general. In particular, I describe ways educators can use iPads in the secondary English classroom that clearly overcome the potential disadvantages that concern some teachers.