Abstract Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This article foregrounds the utility of translanguaging practices in teaching writing to English First Additional Language, Further Education and Training (FET) learners in South Africa. Five secondary schools in the Pinetown District participated in the study. Qualitative methodologies were adopted, using classroom observations of English writing lessons in the five schools. Guided by sociocultural theory, the study highlights the extent to and ways in which translanguaging is useful in enhancing learning of writing in this context. The findings suggest that bilingual teachers creatively employed translanguaging practices for pedagogical and pastoral purposes. In situations where the integration of isiZulu and English better explained writing concepts, translanguaging was found to enhance learners’ cognition of the writing concepts and to stimulate active participation in the learning of writing. The findings also suggest that translanguaging is a useful learning resource in multilingual contexts where the use of English only is an obstacle to effective learning. Finally, translanguaging recognises values and respects languages that bilingual learners bring to the school from home, and this restores learners’ identity.

中文翻译：

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在某些英语优先的其他语言写作课堂中翻译教学法

摘要研究表明，英语水平仍然是南非第二语言学习者学习的障碍。本文介绍了跨语言实践在向南非的英语第一附加语言，继续教育和培训（FET）学习者进行写作教学中的实用性。派恩敦地区的五所中学参加了这项研究。采用定性方法，使用了五所学校的英语写作课课堂观察结果。在社会文化理论的指导下，这项研究强调了在这种情况下，跨语言翻译在增强写作学习中的作用范围和方式。研究结果表明，双语教师出于教学和牧草目的创造性地采用了翻译教学法。在isiZulu和英语的融合可以更好地解释写作概念的情况下，发现翻译可以增强学习者对写作概念的认知并激发他们积极参与写作学习。研究结果还表明，在仅使用英语会妨碍有效学习的多语言环境中，翻译是一种有用的学习资源。最后，跨语言识别价值观并尊重双语学习者从家里带到学校的语言，这可以恢复学习者的身份。研究结果还表明，在仅使用英语会妨碍有效学习的多语言环境中，翻译是一种有用的学习资源。最后，跨语言识别价值观并尊重双语学习者从家里带到学校的语言，这可以恢复学习者的身份。研究结果还表明，在仅使用英语会妨碍有效学习的多语言环境中，翻译是一种有用的学习资源。最后，跨语言识别价值观并尊重双语学习者从家里带到学校的语言，这可以恢复学习者的身份。