Translanguaging in the Namibian Multilingual Grade 4 Classrooms: Examining Teachers Ideologies

: This study examines the ideologies of teachers concerning translanguaging practices in multilingual Grade 4 classrooms in Namibia, aiming to uncover how these ideologies influence pedagogical practices and learner engagement. Translanguaging, a pedagogical approach that allows the use of multiple languages in instruction and learning, is particularly relevant in the Namibian context where diverse languages coexist. This qualitative study employed a case study design, utilising semi-structured interviews to gather data from seventeen teachers across various schools in Katima Mulilo and rural areas in the Zambezi region. The findings highlight the teachers’ varying ideologies towards translanguaging, revealing both positive and negative perspectives. The implications of these ideologies for pedagogical practice, and language development are discussed, highlighting the need for professional development and policy reform in Namibian language education.