Enhancing academic writing in higher education: the role of African languages in decolonising academic literacy courses

Abstract

In the realm of global higher education, the efficacy of English for Academic Purposes courses remains hampered by a pedagogical disconnect, particularly in the Global South, where Western-centric educational models often fail to align with local linguistic and cultural contexts. This study pivots towards decolonising academic literacy by examining the integration of African languages within English for Academic Purposes frameworks at a Namibian university, aiming to bridge this pedagogical gap and foster academic inclusivity. Utilising a mixed methodology, the research scrutinises the impact of translanguaging strategies, where students’ native African languages are interwoven with English, enhancing comprehension and expression in academic settings. Results underscore the significant enhancement of academic performance through the deliberate inclusion of indigenous languages, advocating for a pedagogical shift towards embracing linguistic diversity. The study’s implications resonate beyond its locale, suggesting transformative strategies for academic literacy courses that honour and leverage the linguistic repertoires of students, particularly in multilingual contexts. Recommendations are provided for educators and policymakers to consider translanguaging as a vital element in curriculum design, aiming to cultivate a more inclusive, effective learning environment that reflects and respects the multilingual realities of students.