Leketi Makalela
Translanguaging as a vehicle for epistemic access: cases for reading comprehension and multilingual interactions
University of South Africa
african multilingualism always construed monoglossic ie one language time lens despite pretensions plural language policies subsaharan africa study reported paper explored efficacy alternating languages input output lessons order offset linguistic fixity often experienced monolingual classrooms present two case studies translanguaging practices one institution higher learning another intermediate phase primary school results cases show use one language multilingual learners classroom settings provides cognitive social advantages using refer ubuntu translanguaging model make case fuzziness blurring boundaries languages translanguaging classes necessary relevant features 21st century enhance epistemic access speakers complex multilingual spaces ii indexical precolonial african value system ubuntu useful recommendations classroom applications research considered end paper