Translanguaging for Epistemic Access and Inclusion in a Basic Computing Module - A Freirean Reflective Account

This reflective paper examines the transformation of the Basic Computing Fundamentals module for pre-service teachers in South Africa's Eastern Cape, a region marked by linguistic diversity and persistent digital disparities rooted in apartheid's legacy. Moving beyond a technical skills focus, the module embraced a multilingual, critically engaged pedagogy to foster epistemic access and inclusion by integrating translanguaging. We can use isiXhosa, Afrikaans, and English in translated resources, recorded lectures, and peer-led sessions. The redesign, which was improved with the analysis, design, development, implementation, and evaluation (ADDIE) model, empowered students to navigate digital tools through their linguistic identities. Drawing on Freire's (1970) critical pedagogy, this narrative reflects on three insights: the affordances and challenges of translanguaging, the balance of structure and agency in blended learning, and the lecturer's role in dismantling digital and linguistic exclusion. The paper highlights how intentional pedagogical design can transform digital education into a tool for equity, offering insights for higher education in similarly diverse, unequal contexts.