Abstract Book of the 11th International Academic Conference on Humanities and Social Sciences
Year: 2025
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Translanguaging as a Pedagogical Tool for Transformation: Challenging Linguistic Imperialism in South Africa’s Education System
Ntokozo Zulu
ABSTRACT:
Despite the democratic transition and constitutional endorsement of multilingualism, English continues to dominate as the primary medium of instruction, perpetuating linguistic inequalities. This conceptual study examines the role of translanguaging as a pedagogical tool in challenging linguistic imperialism and fostering transformation within the South Africa’s education system. Historically, the South African higher education sector was shaped by racial segregation, which resulted in unequal educational experiences, particularly for black students from rural and township schools. These students, often with limited exposure to English, are required to navigate an education system that privileges English over indigenous languages. The study explores how the integration of translanguaging can serve as a strategy to counteract the hegemony of English and facilitate a more transformative and inclusive learning environment. The study argues that the use of translanguaging influences comprehension, engagement, academic performance, and students’ sense of identity within a predominantly English-speaking academic environment. It further argues that translanguaging has a potential to challenge linguistic imperialism by promoting cultural inclusivity and social integration. Sensibly, the utilization of translanguaging has the potential to enhance student’s critical thinking skills and confidence when they articulate their perspectives through their use of indigenous languages alongside English. Incorporating translanguaging not only fosters effective communication but also supports students’ bilingualism and biliteracy, thereby enriching their learning experience. Embracing translanguaging respects and leverages the diverse linguistic assets of students, contributing to a more inclusive and effective educational environment. Therefore, this research is premised on the transformative learning paradigm to support translanguaging in learning and teaching environments.
Keywords: bilingualism, cultural inclusivity, effective communication, English, indigenous languages