Understanding Students’ Perceptions of Translanguaging within the Context of Higher Education: A Case of a South African University

Description

Page: 1722-1727

DOI: https://doi.org/10.5281/zenodo.17826657

Tarisai Mpofu and Stenford Matenda (Department of Marketing, Public Relations and Communication, Walter Sisulu University, Republic of South Africa)

Translanguaging has emerged as a valuable pedagogical strategy for enhancing epistemic access in higher education contexts. In South Africa, where English is predominantly used as the medium of instruction, this approach presents significant opportunities to address historical linguistic inequities and promote social justice within academic frameworks. This research investigates student perceptions of translanguaging at a historically under-resourced South African university that has implemented a multilingual language policy. Employing a sequential mixed-methods design, the study gathered quantitative data through structured questionnaires administered to 458 students from various academic disciplines. Qualitative insights were further enriched through open-ended responses in the questionnaire. The findings, derived from descriptive statistical analyses and thematic coding, demonstrated a substantial level of students’ positive regard for translanguaging. The majority of students recognised its beneficial impact on comprehension, engagement, and the validation of their cultural identities. Nonetheless, the study highlighted several challenges, including inconsistent application of the translanguaging approach, a paucity of intellectual resources available in African languages, and the overriding use of English in assessment practices within the institution. In light of these challenges, the study advocates for the establishment of comprehensive training programs for faculty, the deliberate integration of translanguaging into the curriculum, and the development of multilingual academic resources. Such initiatives have the potential to improve epistemic access, foster equitable participation, and contribute to the decolonisation of knowledge in the realm of higher education in South Africa.