Colomba Kaburi MuriungiGeorge AndimaJosephine Kwenga2026-11-052026-11-052026-03Muriungi, C. K., Andima, G., & Kwenga, J. (2026). Leveraging multilingual classroom realities for Grade 3 learners’ literacy development in Kakuma refugee context [Research report]. CODE.https://repository.chuka.ac.ke/handle/123456789/23924www.chuka.ac.ke cmuriungi@chuka.ac.kePlain Language Summary This study looked at how to improve reading skills for Grade 3 children living in andaround Kakuma Refugee Camp in Kenya. Many children in refugee settings speakdifferent languages at home from the language used in school (often English). Thisdifference in can make learning to read and understand lessons very difficult for therefugee children.To address this, the researchers tested a teaching method called Translanguaging. Thisapproach allows children to use all the languages they know—both their homelanguage and the school language—when learning. For example, children can discussideas in their home language and then share answers in English.The study involved four schools with both refugee and local children. Some classes usedthe translanguaging approach, while others continued with regular teaching methods.The researchers compared learners’ performance in reading comprehension before andafter the Translanguaging lessons.enMultilingual education Literacy development Translanguaging Grade 3 learners Language instruction Refugee education Kakuma refugee context Classroom language practicesArticle