Ubuntu translanguaging as a systematic approach to language teaching in multilingual classrooms in South Africa

Abstract

The Language in Education Policy recognises the linguistically super-diverse nature of learners in South African schools and provides allowance to use more than one language in teaching and learning within the framework of promoting multilingualism. This policy adopted an additive approach and encouraged school governing bodies to establish how they will promote multilingualism through the use of more than one language. However, it seems there is lack of systematic approaches on how schools should promote multilingualism. This study, therefore, looked at how Ubuntu translanguaging can be applied as a systematic approach in schools to promote multilingualism. This small-scale exploratory qualitative study made use of semi-structured interviews and classroom observations to explore how teachers incorporated and understood the Policy in promoting multilingualism. It was found that teachers used more than one language to enhance learning, though they believed this was not allowed and that they were required/expected to use only one language for learning and teaching at a time. The study concludes that there is a misunderstanding or misinterpretation of the Policy and recommends that the policy be unpacked and clarified for teachers. It further recommends the Ubuntu translanguaging pedagogy to be accepted as a systematic approach to promote multilingualism.

Instructional Design to Promote Translingual Practices in an English First Additional Language Context

“…Revealingly, EFAL learners in the FET phase cannot help but translanguage when communicating with others in the classroom. This resonates with Sefotho's (2022) finding that translanguaging in unavoidable in South African classrooms because teachers believe that it increases learner participation. Besides, this finding supports Canagarajah's (2011) view that although monolingual policies and practices are prevalent in many educational contexts, translanguaging cannot be completely restrained because it is a naturally occurring phenomenon for multilingual learners.…”

“…Studies have revealed that translanguaging has several advantages in an additional language context (Sefotho 2022, Zano 2022a). According to Zhou and Landa (2019), translanguaging emphasises dialogic learner-centred instruction that always puts the learner first.…”

The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms

“…The effectiveness of translanguaging in diverse circumstances has been the subject of a plethora of studies (see for example Garca &Li Wei 2014;Childs 2016;Mgijima, 2021;Omidire & Ayob 2022, Sefotho, 2022McKinney, 2020;Charamba, 2021). These studies support the idea that translanguaging has a variety of instructional uses and advantages.…”

“…Learners who are not bound by the monolingual pedagogies and are allowed to use their linguistic repertoire show a great improvement in their studies and understanding as evidenced by the findings from the studies by Mgijima (2021). Omidire & Ayob (2022), Sefotho(2022), McKinney (2020. Therefore, using resources and strategies that integrates learners' home language scaffolds learners and improves their overall academic performance.…”

“…An inclusive translanguaging pedagogy makes use of all of the learners' semiotic resources in order to encourage learning and involvement. Due to the improved comprehension of teacher talk, learners in studies that used a translanguaging pedagogy reported being more capable of participating in class (see for example Charamba, 2023;Hattingh et al, 2022;Mgijima, 2021;Mgijima & Makalela, 2021;Omidire & Ayob, 2022;Sefotho, 2022;McKinney (2020). Hattingh et al, (2022) conducted a study with various learners from several locations in South Africa.…”