TRANSLANGUAGING AS A DIDACTIC CONCEPTUAL MODEL FOR TEACHING ENGLISH IN MULTILINGUAL CLASSROOMS IN TOGO

The article raises the issue of a mismatch between the realities of multilingual classrooms and the monolingual ideologies that govern English teaching in Togolese primary schools. The objective is to analyse translanguaging as a didactic conceptual model for teaching English in multilingual classrooms. Drawing on international and African context research, it theoretically analyses 42 articles on translanguaging and synthesises critically findings. The article contributes to the literature by proposing the Didactic Dynamics of Linguistic Heterogeneity (DDLH), an African-oriented didactic model integrating translanguaging theory, linguistic interdependence and sociocultural mediation within multilingual EFL classrooms.