Hybridity and eclecticism in rethinking the multilingual turn in English language pedagogies

Abstract

Background: The article critiques the monoglossic ideologies that dominate current educational practices in South Africa, which often marginalise indigenous African languages and fail to facilitate the dynamic multilingual realities of learners. It examines the impact of English language pedagogies in multilingual settings, particularly in South Africa, where the dominance of English affects indigenous languages and cultures.

Objectives: The article aims to advocate for a paradigm shift in language education, proposing the integration of plurilingual and translanguaging pedagogies to address South Africa’s complex linguistic and cultural landscape.

Method: The study analyses educational policies, curriculum documents, and literature on language learning and teaching approaches, focusing on monoglossic ideologies and their alternatives, such as translanguaging and plurilingualism.

Results: The article suggests that merging plurilingual and translanguaging pedagogies can lead to more inclusive and effective language education practices. Such a hybrid pedagogy would facilitate language learning, foster social cohesion, and actively empower learners to participate in a multicultural society.

Conclusion: The proposed paradigm shift calls for collaborative efforts among policymakers, educators, and communities to embrace linguistic diversity as a resource and to transform language education in South Africa.

Contribution: This shift aims to innovate pedagogical practices, ensuring that all languages in learners’ repertoires are valued and that education reflects the sociocultural realities of the nation. It contributes to the discourse on language education by advocating for a hybrid approach that integrates translanguaging and plurilingualism, offering a comprehensive perspective on multilingual and multicultural education in South Africa.