Translanguaging for transformation in higher education: A case study of two institutions

Abstract

In the calls for transformation in higher education, exemplified by the pivotal 2015/16 #RhodesMustFall initiative, students have increasingly demanded transformative practices in teaching and learning. A central focus of this movement has been the Africanisation and contextualisation of higher education, highlighting the urgent need for inclusive practices that reflect students’ diverse linguistic and cultural backgrounds. Translanguaging, as a pivotal strategy, plays a significant role in promoting multilingualism and subsequently inclusivity. This research delves into the utilisation of translanguaging for transforming teaching and learning practices in higher education, focusing on two selected institutions in South Africa. These two institutions were purposively selected to reflect the contrasting contexts of South African higher education. Grounded in language ideology theory, the study aims to uncover how deeply entrenched language beliefs and attitudes shape the implementation of translanguaging practices in institutional contexts. Through a qualitative methodology employing document analysis and interviews, the study examines the teaching and learning policies of the two institutions. By triangulating data from these two methods, the research seeks to examine translanguaging’s pivotal role in driving the transformation of teaching and learning practices in South African higher education. Ultimately, this study’s findings contribute to theoretical advancements in understanding language ideologies in educational contexts and practical strategies for fostering linguistic diversity and inclusivity in curriculum implementation processes.