“…Right from the beginning of this study, I have been pursuing a hybrid literacy among traditional conceptions (L1 for reference of L2) of basic and academic literacy and instruction for students' sociohistorical lives (Gutiérrez et al, 1999) I supported my argument with notions of biliteracy (Hornberger & Link, 2012), and translingual process (Lee & Canagarajah, 2018) as the cutting-edge ideologies against ownership of language and culture, its regionalism, challenging the traditional paradox of 'native' and 'non-native' speakers and its connection to a particular nation-state. I argued against the English language as the only LoLT in South Africa's mainstream schools and tertiary education (see Kepe, 2019Kepe, /2020Kepe, & 2021. I contended that English in South Africa has been dominant since its inception and at the expense of the indigenous languages, by and large, the majority but, most importantly, have been avowed as official languages by the Constitution of the Republic of South Africa.…”