Towards a Framework for Translanguaging Pedagogies in an Institution of Higher Education in South Africa

Description

Page: 1631-1638

Tarisai Mpofu¹ and Clever Ndebele² (Department of Marketing, Public Relations and Communications, Faculty of Management and Public Administration Science, Walter Sisulu University, Butterworth, South Africa¹ and Department of Continuing Professional Teacher Development, Faculty of Education, Mthatha Campus²)

This research investigates the formulation of a framework designed to facilitate the implementation of translanguaging pedagogies within a South African higher education institution, located in a rural context characterised by multilingualism and limited resources. It positions translanguaging as a transformative pedagogical approach that enhances understanding, engagement, and access to knowledge. Employing constitutional, policy, and theoretical foundations, the research assesses the advantages of translanguaging in settings where monolingual instruction often disadvantages students. A mixed-methods design, informed by the pragmatic paradigm and ethnographic methods, was employed to gather data from students and lecturers across six departments. Findings indicate a positive reception of translanguaging practices and highlight the need for institutional support, including professional development, inclusive curriculum design, and greater awareness of language policy. The proposed framework prioritises strategic interventions such as training staff and students, developing multilingual resources, and short learning programs to promote pedagogical transformation. The study concludes that translanguaging can effectively challenge colonial language hierarchies, create inclusive learning environments, and enhance academic success in multilingual contexts.