Challenging Monolingualism: A Global South Perspective on Translanguaging in Teacher Education

The increasing use of translanguaging approaches in the past two decades has actively contributed to the constant disruption of monolingual educational paradigms. While translanguaging's potential to challenge prevailing language ideologies is widely acknowledged, a significant gap exists in understanding its application and impact within Global South contexts, particularly beyond its use as a mere scaffolding tool. This study seeks to fill this gap by investigating the practical implementation and impact of translanguaging instruction within a Master of Education postgraduate programme at a university in Johannesburg, South Africa. Employing a case study approach, this research examines how translanguaging, strategically framed through the lens of the African philosophy of ubuntu, cultivates a cohesive and integrated approach to meaning making. For the purposes of data collection, participants were first introduced to translanguaging pedagogy and then tasked with applying these practices in a teaching context. Thereafter, they were asked to write reflective essays on the impact of using translanguaging within their classrooms. The investigation specifically analyses these reflective essays on conceptualising and applying translanguaging in Johannesburg schools. The findings of this research reveal that ubuntu translanguaging has the unique capacity to transcend the seemingly contradictory nature of socially defined language boundaries. It achieves this by fostering a holistic understanding of linguistic repertoires, thereby promoting a sense of interconnectedness and shared understanding. Consequently, this study advocates for the implementation of comprehensive curricular reforms that prioritise cultural relevance and interconnectedness within comparable Global South educational contexts. By centring the experiences and perspectives of the Global South, this research contributes to a more nuanced and equitable understanding of the transformative potential of translanguaging.