A COMPARISON OF THE EFFECTS OF TRANSLANGUAGING STRATEGY AND LANGUAGE IMMERSION STRATEGY IN BILINGUAL LEARNERS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN SUB-COUNTY SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA

Wamalwa Erastus Juma, Khaemba Ongeti

Abstract


This paper is a report of a study that was undertaken in 2025 with the key objective to compare the effects of the Translanguaging (TL) strategy on learner achievement in the English language against those of the Language Immersion strategy in subcounty secondary schools. The study was undertaken in Sub-County Secondary Schools in Bungoma County in Kenya and was guided by Ofelia Garcia’s theory of translanguaging. The study employed the mixed methods research approach, which combined qualitative and quantitative techniques by use of a quasi-experimental test. The study population comprised 80 students from 8 schools taking the English subject in purposively selected sub-county secondary schools. A test administered to students was used in data collection. The key findings are that TL enhances second language achievement by 15.3125% more than Language Immersion does. Practical suggestions and recommendations are therefore that the Ministry of Education should revise the policy on recommended strategies for instruction in the English language to include TL as a paradigm shift in language teaching and conduct further research on the need to revise this policy.

 

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translanguaging (TL), immersion, sub-county secondary schools

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i3.6347

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