Disruptive epistemology: Translanguaging In a Global South science classroom


  • Erasmos Charamba Research scholar Hub for Multilingual Education and Literacies, School of Education, University of the Witwatersrand, South Africa.
  • Kufakunesu Zano Research scholar and Head of Department Department of Languages, Vaal Christian School, Free State Province,South Africa.


There has been a wide range of research conducted by several scholars with regards to translanguaging and all have proven it to be an effective pedagogical tool that can be used in the process of teaching multilingual learners universally. The studies showed that translanguaging can be used to break the common motion of monolingual education eradicate the disadvantages it inflicts on multilingual students. This present study involves 20high school learners (n= 20; 12 girls and 8 boys) aged between 15 and 17 whose home language is Sesotho. The participants were taught in both English and Sesotho, and were given tutorial materials written in their home language (Sesotho) on the topic taught.  After the lessons the participants wrotea post- test and were also interviewed on their experiences of the multilingual lessons. The data from the interviews was transcribed and transliterated, then colour-coded to allow researchers to analyse it.  The post-test results and interview responses highlighted the significant role played by learners’ home language in the classroom.


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How to Cite

Charamba, E., & Zano, K. (2018). Disruptive epistemology: Translanguaging In a Global South science classroom. SMART MOVES JOURNAL IJELLH , 6(8), 16. Retrieved from https://ijellh.com/OJS/index.php/OJS/article/view/4792