Translanguaging and Its Impact on Improving Reading Comprehension in Lesotho: Teachers’ Perceptions

This research examined the views of English teachers in Lesotho on the implementation of translanguaging as a teaching strategy to improve reading comprehension in learners.  The study involved five purposefully and conveniently selected teachers from the Butha-Buthe and Quthing districts, employing a qualitative design that used semi-structured interviews to gather the teachers’ experiences and insights. The findings indicated that teachers considered translanguaging to be an effective tool for scaffolding learning, enhancing comprehension, and validating learners’ linguistic identities.  Challenges such as the risk of overreliance on the first language (L1), inadequate teacher training, and misalignment with English-only assessments appeared to present significant barriers to implementation.  The findings highlighted the necessity for professional development, policy reform, and resource allocation to effectively incorporate translanguaging into the educational practices of Lesotho.  The study emphasises the significant potential of using learners’ complete linguistic resources to mitigate ongoing challenges in reading comprehension and promote inclusive multilingual educational environments.