Engaging Intercultural Communication Through Translanguaging to Support Learner Identity

Abstract

This chapter aims to promote Translanguaging to support learners' linguistic identity and preserve African indigenous knowledge through a sociocultural integration of local dialects background in Pedagogy. This qualitative study was conducted with a sample of 20 participants as teachers, learners and community members in Cote d' Ivoire, a West African francophone country. Data collection used Synthesis Literature and interviews to describe the pedagogical integration of local African language background in English class activities. Findings revealed the imbalance appropriation of Translanguaging and funds of knowledge in the Africa Educative system. Particularly, in Cote d'Ivoire, many contextual challenges affect local funds of knowledge sharing in Educative institutions. Therefore, in a perspective of 21st century pedagogy, this calls to adopt cultural and linguistical responsive instructional stances sustaining learners socio cultural inclusion based on Funds of Knowledge approach in educative system through intercultural communication activities in Foreign Language Language.