Translanguaging for epistemic access in a South African university classroom

Abstract

The heterogeneous student body of universities has led to a need for urgent transformation of different aspects of higher education. In South Africa, this transformation agenda places an emphasis on the curriculum and teaching and learning methods, including the integral role of language, especially following the #FeesMustFall movement. This transformation seeks to align curricula and teaching methods with the diverse student body. Legislative and policy documents, such as the National Language Policy Framework for Public Higher Education Institutions and the White Paper for Post-School Education and Training, mandate integrating transformative approaches such as multilingualism into teaching, research, campus signage, and university administrative processes. This study explored using students’ primary languages in university classrooms to facilitate learning and how the knowledge embedded in these languages can enhance learning outcomes. It addresses the gap between policy intentions and the practical implementation of multilingualism in higher education, highlighting the role of linguistic diversity in promoting equity and inclusion. The research is guided by theories emphasising the relationship between language and learning, epistemic access, and ontological considerations. Heugh’s concept of transknowledging is proposed as a transformative approach, advocating for integrating students’ multiple knowledge during learning processes to foster social justice and transformative education. Legitimation Code Theory (LCT), specifically its Semantics and Autonomy dimensions, is employed to analyse the effects of multilingualism on epistemic access. Data was collected through classroom observations and follow-up interviews conducted in an Extended Studies classroom, where students engaged with threshold concepts using their primary languages. The follow-up interviews captured students' perspectives on their experiences with multilingual learning and their experiences on teaching and learning. The findings reveal that students effectively use their primary languages and embedded knowledge to facilitate understanding and epistemic access when enabled to do so. This study underscores the transformative potential of multilingualism in higher education and recommends capacitating university lecturers in multilingual pedagogies, conscientising students about the benefits of multilingualism, enforcing policy implementation, and valuing linguistic diversity to promote inclusive education practices.