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Abstract 

The exclusive recognition of Kiswahili and English as mediums of instruction by the Education and Training Policy has led to communication breakdowns in rural Tanzanian primary schools. This paper explores translanguaging practices in a Grade III Maasai community classroom, using observations and interviews with 40 pupils, 3 teachers, and 6 parents. Thematic analysis revealed a gap between policy and practice, as teachers and pupils integrated Maasai, Kiswahili, and English through strategies such as literal translation, repetitions, code-switching, simplifying language, and interpreting. Parents and teachers generally supported these practices. The findings underscore the need for a policy that embraces translanguaging to foster agency and inclusivity in multilingual classrooms.