Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies

Authors

DOI:

https://doi.org/10.33394/jollt.v12i4.11126

Keywords:

Translanguaging, Decoloniality, Multilingualism, Abyssal line, Colonialism, Translingual pedagogy,

Abstract

Translanguaging, a practice that recognises and utilizes  multilingual students’ linguistic repertoires has emerged as a crucial approach in challenging traditional language policies, particularly in the South African educational landscape.Despite its embrace, a colonial stance still persists in teaching practices. Through a critical analysis of teaching materials used in an academic literacy course, this paper explores how translanguaging is currently being used in teaching and learning. Findings reveal a tension in the sense that even though students’ language practices are acknowledged, the materials still maintain a dominant position for English. This highlights the need to move beyond a simplistic view of multilingualism towards a more holistic embrace of translanguaging.Set against this background, this research argues that translanguaging can bridge the abyssal divide created by colonialism. It emphasizes the unifying potential of translanguaging, fostering an educational landscape that celebrates South Africa's rich linguistic diversity and cultural heritage. Ultimately, the study calls upon educators to move beyond the limitations of standardized languages and fully embrace translanguaging as a transformative force for decolonization.At the end, the paper calls for further research.

Author Biographies

Vimbai Mbirimi-Hungwe, Sefako Makgatho University

Sefako Makgatho University, South Africa

Mariyeni Matariro-Mutanha, University of Witwatersrand

University of Witwatersrand, South Africa

References

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Published

2024-10-17

How to Cite

Mbirimi-Hungwe, V., & Matariro-Mutanha, M. (2024). Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies. Journal of Languages and Language Teaching, 12(4), 2156–2166. https://doi.org/10.33394/jollt.v12i4.11126

Issue

Vol. 12 No. 4 (2024)

Section

Articles

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