Acceso usuarios
[1]
;
Kayır, Gökhan
[1]
Turquía
This phenomenological study explores how teachers in international schools across Sub-Saharan Africa develop adaptive pedagogical strategies and professional identities to multilingualism. Semi-structured interviews were conducted with 20 teachers from 10 countries, representing diverse linguistic and professional backgrounds. Findings reveal sophisticated patterns of linguistic capital negotiation as teachers balance institutional policies with local linguistic realities, developing innovative pedagogical approaches. Teachers transform multilingualism from a classroom challenge into a catalyst for professional growth by implementing translanguaging pedagogies that value students' complete linguistic repertoires while addressing post-colonial hierarchies. As teachers deploy these adaptive strategies, their professional identities evolve through the development of multilingual professional capital, integrating diverse linguistic aspects into cohesive teaching approaches. The findings indicate the need for redesigned teacher preparation programmes, mentoring systems that value local linguistic knowledge, flexible language policies, and assessment approaches that separate content mastery from language proficiency. This research contributes to multilingual education theory by extending translanguaging theoretical frameworks to African international school contexts. It demonstrates how teachers exercise agency in creating linguistically inclusive environments despite structural constraints.
