Reading Development in the First Year

Abstract

Literacy-as-social-practice urges inclusive, home-derived pedagogies for marginalised learners. Yet, many global-south universities remain locations of epistemological and monolingual biases that negate students' identities, raising inclusivity-praxis concerns. The study aimed to experiment with translanguaging literacy pedagogy for multilinguals' inclusivity and success by using students' home-based experiences to develop academic reading. Drawing from sociocultural and translanguaging fluidity theories, it seeks alternative localised translanguaging pedagogies to erase literacy-exclusion. Home-culture and language identities become extensions of university literacy learning in an experiment using mixed methods to tackle a reading problem by fluid, translingual, multilingual/cultural practices for inclusivity and success in a 1st-year academic-reading-mediation. Results show success when students' home-derived resources are activated and legitimated for inclusive literacy pedagogy.