Translanguaging with Maltese and English : the case of value, cost and change in a grade 3 classroom

Abstract

This paper describes how a Primary school teacher in Malta used Maltese and English to teach her 8-year-old pupils meanings for the money-related English words value, cost and change. Classroom interaction data is presented to illustrate how the teacher drew on the pupils’ previous knowledge of money, using related Maltese vocabulary and then introducing the English translations. My observations support international evidence of the richness of bilingual educational contexts. The translanguaging is discussed in relation to whole-class scaffolding strategies as conceptualised by Anghileri, and by Smit, van Eerde, and Bakker. I conclude that while the observed teacher appeared to be successful in her aims, her teaching style appeared to limit the potential generation of conceptual discourse on the part of the pupils. I highlight the need for research to be carried out on how scaffolding through translanguaging might pan out in learning contexts that aim to increase pupil engagement with mathematical discourse.