- Title
- Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Creator
- Asfour, Fouad-Martin, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Subject
- To be catalogued
- Date
- 2020
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/425506
- Identifier
- vital:72251
- Identifier
- xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description
- This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Format
- computer, online resource, application/pdf, 1 online resource (30 pages), pdf
- Publisher
- University of Kwazulu-Natal Press
- Language
- English
- Relation
- Alternation Special Edition, Asfour, F., Ndabula, Y., Chakona, G., Mason, P. and Oluwole, D.O., 2020. Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming. Alternation Special Edition 31 (2020) 51 – 80, Alternation Special Edition p. 51 2020 2519-5476
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the University of KwaZulu-Natal Press Statement (http://ukznpress.bookslive.co.za/about/)
- Rights
- Open Access
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Collections
Chakona, Gamucharai (Dr)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU DST/NRF SARChI for Global Change Social Learning Systems Development: Transformative Learning and Green Skills Learning (ELRC)
RU Department of Education
SDG 04. Quality Education
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| View Details | SOURCE1 | Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming.pdf | 246 KB | Adobe Acrobat PDF | View Details |