Abstract
The indigenous African languages in South Africa have always been taught in isolation from one another, following a long history of linguistic separation that characterized Apartheid South Africa. Whereas current research is replete with the findings that schools’ monolingual practices contradict the sociocultural milieus in which these languages are spoken, there has been a paucity of studies that have reported on the use of alternative approaches that valorize plural, versatile and fluid educational spaces for integrated multilingual development. This chapter reports on a study undertaken to assess the effectiveness of a teacher training programme that introduced the teaching of African languages to speakers of other African languages with the goal of producing multicompetent and multivocal teachers. Using a translanguaging approach, pre-service teachers were actively encouraged to use multiple home languages in classroom conversations to offset the linguistic fixity often experienced in traditional monoglossic classrooms. The results of the study show strong evidence for mutual intercomprehensibility, expanded transcultural identities of the speakers and heightened metalinguistic awareness. This chapter compares classroom interactions in multiple languages to an African locus of pluralism, an ancient value system covered by the term ‘ubuntu’, finally concluding that successful teaching of multilingual students depends on an affirmation of the fluid heteroglossic resources that the students bring with them to class. At the end of the chapter, the pedagogical implications of this work for multilingual and super-diverse classrooms are outlined to enable others to use this approach.
References
Alexander, N. (1989). Language policy and national unity in South Africa/Azania: An essay. Cape Town: Buchu books.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Brock-Utne, B. (2015). Language, literacy and democracy in Africa. In L. Makalela (Ed.), New directions in language and literacy education for multilingual classrooms in Africa (pp. 15–33). Cape Town: CASAS.
Carruthers, J. (2006). Mapungubwe: An historical and contemporary analysis of a World Heritage cultural landscape. Koedoe, 49(1), 1–13.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115.
Du Plessis, T. (2006). From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa. Language Policy, 5, 87–113.
Fouché, P. (1937). Mapungubwe, ancient Bantu civilization on the Limpopo: Reports on excavations at Mapungubwe (Northern Transvaal) from February 1933 to June 1935. Cambridge: Cambridge University Press.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden/Oxford: Wiley-Blackwell.
García, O. (2011). From language garden to sustainable languaging: Bilingual education in a global world. Nabe Perspectives, 34(1), 5–9.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan.
Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.
Jørgensen, J., Karrebaek, M., Madsen, M., & Møller, J. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 1–15.
Khoza, R. J. (2006). Let Africa lead: African transformational leadership for 21st century business. Johannesburg: Vezubuntu.
Makalela, L. (2005). We speak eleven tongues: Reconstructing multilingualism in South Africa. In B. Brock-Utne & R. Hopson (Eds.), Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations (pp. 147–174). Cape Town/Dar-es-salam: CASAS/Mkuki n Nyota.
Makalela, L. (2009). Unpacking the language of instruction myth: Towards progressive language in education policies in Africa. In K. Prah & B. Brock-Utne (Eds.), Multilingualism: An African advantage. A paradigm shift in African languages of instruction policies (pp. 170–194). Cape Town: CASAS.
Makalela, L. (2013). Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning. Stellenbosch Papers in Linguistics Plus, 42, 111–125.
Makalela, L. (2014). Teaching indigenous African languages to speakers of other African languages: The effects of translanguaging for multilingual development. In L. Hibbert & C. Van der Walt (Eds.), Multilingual universities in South Africa: Reflecting society in higher education (pp. 88–104). Clevedon: Multilingual Matters.
Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging for multilingual classrooms. Language and Education, 29(3), 200–217.
Makoni, S. (2003). From misinvention to disinvention of language: Multilingualism and the South African constitution. In S. Makoni, G. Smithermann, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society and politics in Africa and the Americas (pp. 132–151). London/New York: Routledge.
Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. Clevedon: Multilingual Matters.
Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton: Princeton University Press.
Pennycook, A. (2010). Language as a local practice. London: Routledge.
Pennycook, A. (2012). Language and mobility: Unexpected places. Bristol: Multilingual Matters.
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London/New York: Routledge.
Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Makalela, L. (2018). Teaching African Languages the Ubuntu Way: The Effects of Translanguaging Among Pre-Service Teachers in South Africa. In: Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., Maryns, K. (eds) The Multilingual Edge of Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54856-6_12
Download citation
DOI: https://doi.org/10.1057/978-1-137-54856-6_12
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-54855-9
Online ISBN: 978-1-137-54856-6
eBook Packages: Social SciencesSocial Sciences (R0)