“Those of us who believe in the power of translanguaging practices for learning in multilingual classrooms can argue with confidence that this 21st century phenomenon is about ways of knowing that are plural, dynamic and fluid. I have shown that translanguaging is a useful model, when aligned with the ancient African value system of ubuntu, to challenge colonial and monolingual language practices that have pre-occupied the teaching profession for centuries and put multilingual children at the risk of failure, cognitive disadvantage and identity crisis for the rest of their lives.
Should we still believe that use of more than one language creates mental confusion? Are multilingual children and adult speakers confused? My answer is a resounding NO; both propositions were based on exclusive, segregating societies that would not tolerate multiplicity (i.e. The ideology of oneness as seen in their one language, one nation mantra). In my latest publication on this subject, TRANSLANGUAGING AS A VEHICLE FOR EPISTEMIC ACCESS, I present two cases: one primary school bilingual readers of African languages and English and university students learning African languages. The results of the study showed superior performance in reading literacy and positive schooling experience in both groups. Thus, it is instructive to argue that uBuntu translanguaging practices – where one language is incomplete without the other – are a way for African multilingual return.”