Bilingualism, Trilingualism, Multilingualism, and Polylingualism: Softening Language Boundaries in South African Classrooms.
Abstract
ABSTRACT
South African society is highly diverse with 12 official (including the South African sign language) languages used for teaching and learning. This society is multilingual, multicultural, and multireligious. Translanguaging is simply a pedagogical term used to describe the natural ways bilingual/multilingual individuals use their languages in their everyday lives. This paper suggests translanguaging pedagogy to soften language boundaries in South African multilingual and multicultural classrooms. Hence, educators working with multilingual learners must remember that a positive teaching foundation translates across language barriers. This paper is discussed qualitatively using an extended literature review examining both national and international studies that are relevant to the topic. These sources were identified and analysed. The result from this extended literature review shows that translanguaging goes beyond theory to critical pedagogical practice. Also, it shows that effective teaching strategies based on empathy and acceptance should easily translate from monolingual to multilingual learners. Therefore, there is a need to employ a translanguaging strategy in the classroom to center the marginalised languages in South African classroom space. This extended literature review offers a prototype for teachers, education actors, and policymakers to re-imagine South Africa’s bi/multilingual classrooms through the lens of translanguaging.
Keywords: Bi/Multilingualism, Extended Literature, South Africa; Translanguaging
References
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Canagarajah, S. (2011a). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. doi:10.1111/j.1540-4781.2011. 01207.x
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Charamba, E & Zano, K. (2019). Effects of translanguaging as an intervention strategy in a South African Chemistry classroom, Bilingual Research Journal, 42(5), 1-17
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Cenoz, J. (2017). Translanguaging pedagogies and English as a lingua franca. Published online by Cambridge University Press. https://doi.org/10.1017/S0261444817000246
Cenoz, J., & Gorter, D. (2022). Pedagogical Translanguaging and Its Application to Language Classes. RELC Journal, 53(2).
Cooks-Campbell, A. (2022). Code-switching: More common than you think and hurting your team. Internet access. https://www.betterup.com/blog/codeswitching =more relaxed vernacular. What is code-switching, fit into the dominant culture?
Cummins, J. (2019). The Emergence of Translanguaging Pedagogy: A Dialogue between Theories and Practice. Journal of Multilingual Education Research, 9, 17-36.
Donley, K. (2022). Translanguaging as a theory, pedagogy, and qualitative research methodology.NABE Journal of Research and Practice. ISSN:(Print) (Online)Journal homepage: https://www.tandfonline.com/loi/ujrp20
García, O. (2009). Bilingual education in the 21st century: a global perspective. Wiley/Blackwell.
Garcia O. (2020). "Translanguaging and Latinx bilingual readers" The Reading Teacher 735557562 DOI: https://doi.org/10.1002/trtr.1883
Gort, M. (2019). Developing bilingualism and biliteracy in early and middle childhood. Language Arts, 96(2), 229–243.
Impellizzeri, F. M., & Bizzini, M. (2012). Systematic review and meta‐analysis: A
primer. International journal of sports physical therapy, 7(5), 493.
Kemende Wunseh, Q., & Charamba, E. (2023). Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children, JOLLT Journal of Languages and Language Teaching, 11(1), pp. 114-122. DOI: https://doi.org/10.33394/jollt.v%vi%i.6447
Kirsch, C., & Seele, C. (2020). Translanguaging in early childhood education in Luxembourg:
From practice to pedagogy. Inclusion, Education and Translanguaging: How to
Promote Social Justice in (Teacher) Education? 63-81.
Li W. (2018). Translanguaging as a practical theory of language. Applied Linguistics 39(1): 9–30.
Makelela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multiligual interactions. Per limguam. 2015 31(1):15-29
Makalela, L & Mkhize, D (2016). Translanguaging in the 21st century: New pathways for epistemic access and identity formation. Southern African Linguistics and Applied Language Studies. https://www.tandfonline.com/loi/rall20
MacSwan, J. (2022). Multilingual Perspectives on Translanguaging, Bristol, Blue Ridge Summit: Multilingual Matters, https://doi.org/10.21832/9781800415690
Manyike, T. and Lemmer, E. (2014). Research in Language Education in South Africa: Problems & Prospects. Mediterranean Journal of Social Sciences, 5(8): 251-258
Mbirimi-Hungwe, T & Hungwe, T. (2018). Translanguaging for epistemic access to computer science concepts: A call for change. Per Linguam. 34(2):97-111
Mbirimi-Hungwe, V. (2020). Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa. Per Linguam, 37(1), 97-108.
Mkhize D.N. (2016). "Resources, mediators, and identities: home literacy practices of rural bilingual children" Southern African Linguistics and Applied Language Studies 3414356 DOI: http://dx.doi.org/10.2989/16073614.2015.1133248
Maseko K.Mkhize D.N. (2021). "Translanguaging mediating reading in a multilingual South African township primary classroom" International Journal of Multilingualism 183455474 DOI: https://doi.org/10.1080/14790718.2019.1669608
Ndhlovana, S. N., & Charamba, E. (2023). The Efficacy of Translanguaging in Selected South
African Mathematics and Science Intermediate Phase Classrooms. Journal of
Languages and Language Teaching, 11(3), 373-389.
Ngubane, N., Ntombela B.K., & Govender, S. (2020). Translanguaging pedagogy in selected English First Additional Language writing classrooms. Southern African Linguistics and Applied Language Studies, 38 (2), 141 – 152. DOI: 10.2989/16073614.2020.1771190.
Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
Piller, I., Zhang, J. and Li, J. (2020). "Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic" Multilingua, 39(5), 503-515. https://doi.org/10.1515/multi-2020-0136
Ramothwala, T., Mandende, I. P., & Cekiso, M. (2022). Translanguaging in a Northern Sotho
classroom: A case study of Khelobedu-speaking learners and their teachers in the
Foundation Phase in Mopani District. Literator (Potchefstroom. Online), 43(1), 1-10.
Samnani, S. S., Vaska, M., Ahmed, S., & Turin, T. C. (2017). Review typology: The basic types
of reviews for synthesizing evidence for the purpose of knowledge translation. Journal
of the College of Physicians and Surgeons Pakistan, 27(10), 635-641.
Seals, C.A. (2021). 'Benefits of translanguaging pedagogy and practice', Scottish Languages Review 36, 1-8.
Song, J.; Howard, D; Olazabal-Arias, W. (2022). Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning. Education sciences
Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. doi: 10.1016/j.pragma.2010.07.035
Wei L. & García O. (2022). Not a first language but one repertoire: Translanguaging as
a decolonizing project. RELC Journal 53. 313–324.
Wei, L. (2023). Towards critical translanguaging pedagogy – new ways of raising and answering questions from a Global South perspective. Critical Inquiry in Language Studies, 20(3), 298–303. https://doi.org/10.1080/15427587.2023.2240457
Wei L. (2024). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching. 57(2):203-214. doi:10.1017/S0261444823000186
Yafele, S. & Motkhlaka, H. (2021). Breaking the monolingual chain. Translanguaging for academic literacy, access and success. JOURNAL OF CRITICAL REVIEWS 2394-5125 VOL 08, ISSUE 02.
Yafele, S. (2021). Translanguaging for academic reading at a South African university. South African Linguistics and Applied Language Studies 39(4): 404-424. https://doi.org/10.2989/16073614.2021.1981767
Zhang, Y. & Jocums, A. (2022). From Natural Translanguaging to Planned Translanguaging: Developing Classroom Translanguaging as Pedagogy in a Private University in China. Arab World English Journal (AWEJ) (13)1.
Zhou, L. & Landa, N. (2019). Translanguaging as Foundational Pedagogy: Disrupting Hegemonies for Academic Access in Multilingual Spaces. https://doi.org/10.29086/2519-5476/2019/v26n2a13.
Atar, C., & Rafi, A. S. M. (2024). Classroom interaction in an online context: A translanguaging informed conversation analysis perspective. International Journal of Educational Development, 105.
Canagarajah, S. (2011a). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. doi:10.1111/j.1540-4781.2011. 01207.x
Canagarajah, S. (2011b). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28. doi: 10.1515/9783110239331.1 Carsten, E. (2016). Translanguaging as a vehicle for L2 acquisition and L1 development: students’ perceptions. Language Matters Studies in the Languages of Africa ISSN: 1022-8195 (Print) 1753-5395 (Online) Journal homepage: http://www.tandfonline.com/loi/rlms20
Charamba, E & Zano, K. (2019). Effects of translanguaging as an intervention strategy in a South African Chemistry classroom, Bilingual Research Journal, 42(5), 1-17
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 3- 18.
Cenoz, J. (2017). Translanguaging pedagogies and English as a lingua franca. Published online by Cambridge University Press. https://doi.org/10.1017/S0261444817000246
Cenoz, J., & Gorter, D. (2022). Pedagogical Translanguaging and Its Application to Language Classes. RELC Journal, 53(2).
Cooks-Campbell, A. (2022). Code-switching: More common than you think and hurting your team. Internet access. https://www.betterup.com/blog/codeswitching =more relaxed vernacular. What is code-switching, fit into the dominant culture?
Cummins, J. (2019). The Emergence of Translanguaging Pedagogy: A Dialogue between Theories and Practice. Journal of Multilingual Education Research, 9, 17-36.
Donley, K. (2022). Translanguaging as a theory, pedagogy, and qualitative research methodology.NABE Journal of Research and Practice. ISSN:(Print) (Online)Journal homepage: https://www.tandfonline.com/loi/ujrp20
García, O. (2009). Bilingual education in the 21st century: a global perspective. Wiley/Blackwell.
Garcia O. (2020). "Translanguaging and Latinx bilingual readers" The Reading Teacher 735557562 DOI: https://doi.org/10.1002/trtr.1883
Gort, M. (2019). Developing bilingualism and biliteracy in early and middle childhood. Language Arts, 96(2), 229–243.
Impellizzeri, F. M., & Bizzini, M. (2012). Systematic review and meta‐analysis: A
primer. International journal of sports physical therapy, 7(5), 493.
Kemende Wunseh, Q., & Charamba, E. (2023). Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children, JOLLT Journal of Languages and Language Teaching, 11(1), pp. 114-122. DOI: https://doi.org/10.33394/jollt.v%vi%i.6447
Kirsch, C., & Seele, C. (2020). Translanguaging in early childhood education in Luxembourg:
From practice to pedagogy. Inclusion, Education and Translanguaging: How to
Promote Social Justice in (Teacher) Education? 63-81.
Li W. (2018). Translanguaging as a practical theory of language. Applied Linguistics 39(1): 9–30.
Makelela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multiligual interactions. Per limguam. 2015 31(1):15-29
Makalela, L & Mkhize, D (2016). Translanguaging in the 21st century: New pathways for epistemic access and identity formation. Southern African Linguistics and Applied Language Studies. https://www.tandfonline.com/loi/rall20
MacSwan, J. (2022). Multilingual Perspectives on Translanguaging, Bristol, Blue Ridge Summit: Multilingual Matters, https://doi.org/10.21832/9781800415690
Manyike, T. and Lemmer, E. (2014). Research in Language Education in South Africa: Problems & Prospects. Mediterranean Journal of Social Sciences, 5(8): 251-258
Mbirimi-Hungwe, T & Hungwe, T. (2018). Translanguaging for epistemic access to computer science concepts: A call for change. Per Linguam. 34(2):97-111
Mbirimi-Hungwe, V. (2020). Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa. Per Linguam, 37(1), 97-108.
Mkhize D.N. (2016). "Resources, mediators, and identities: home literacy practices of rural bilingual children" Southern African Linguistics and Applied Language Studies 3414356 DOI: http://dx.doi.org/10.2989/16073614.2015.1133248
Maseko K.Mkhize D.N. (2021). "Translanguaging mediating reading in a multilingual South African township primary classroom" International Journal of Multilingualism 183455474 DOI: https://doi.org/10.1080/14790718.2019.1669608
Ndhlovana, S. N., & Charamba, E. (2023). The Efficacy of Translanguaging in Selected South
African Mathematics and Science Intermediate Phase Classrooms. Journal of
Languages and Language Teaching, 11(3), 373-389.
Ngubane, N., Ntombela B.K., & Govender, S. (2020). Translanguaging pedagogy in selected English First Additional Language writing classrooms. Southern African Linguistics and Applied Language Studies, 38 (2), 141 – 152. DOI: 10.2989/16073614.2020.1771190.
Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
Piller, I., Zhang, J. and Li, J. (2020). "Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic" Multilingua, 39(5), 503-515. https://doi.org/10.1515/multi-2020-0136
Ramothwala, T., Mandende, I. P., & Cekiso, M. (2022). Translanguaging in a Northern Sotho
classroom: A case study of Khelobedu-speaking learners and their teachers in the
Foundation Phase in Mopani District. Literator (Potchefstroom. Online), 43(1), 1-10.
Samnani, S. S., Vaska, M., Ahmed, S., & Turin, T. C. (2017). Review typology: The basic types
of reviews for synthesizing evidence for the purpose of knowledge translation. Journal
of the College of Physicians and Surgeons Pakistan, 27(10), 635-641.
Seals, C.A. (2021). 'Benefits of translanguaging pedagogy and practice', Scottish Languages Review 36, 1-8.
Song, J.; Howard, D; Olazabal-Arias, W. (2022). Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning. Education sciences
Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. doi: 10.1016/j.pragma.2010.07.035
Wei L. & García O. (2022). Not a first language but one repertoire: Translanguaging as
a decolonizing project. RELC Journal 53. 313–324.
Wei, L. (2023). Towards critical translanguaging pedagogy – new ways of raising and answering questions from a Global South perspective. Critical Inquiry in Language Studies, 20(3), 298–303. https://doi.org/10.1080/15427587.2023.2240457
Wei L. (2024). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching. 57(2):203-214. doi:10.1017/S0261444823000186
Yafele, S. & Motkhlaka, H. (2021). Breaking the monolingual chain. Translanguaging for academic literacy, access and success. JOURNAL OF CRITICAL REVIEWS 2394-5125 VOL 08, ISSUE 02.
Yafele, S. (2021). Translanguaging for academic reading at a South African university. South African Linguistics and Applied Language Studies 39(4): 404-424. https://doi.org/10.2989/16073614.2021.1981767
Zhang, Y. & Jocums, A. (2022). From Natural Translanguaging to Planned Translanguaging: Developing Classroom Translanguaging as Pedagogy in a Private University in China. Arab World English Journal (AWEJ) (13)1.
Zhou, L. & Landa, N. (2019). Translanguaging as Foundational Pedagogy: Disrupting Hegemonies for Academic Access in Multilingual Spaces. https://doi.org/10.29086/2519-5476/2019/v26n2a13.
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2025-01-01
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