Mainstreaming translanguaging pedagogy through language policy: Opportunities and challenges in a South African university

Abstract

Abstract: This article is a critical analysis of principles for the provision of translanguaging in the language policy of North-West University. It draws on the conceptualization of translanguaging as a transformative, inclusive, and empowering practice (Cenoz & Gorter 2022a,b, Kleyn & García 2019, Tai 2022) and attempts to uncover the mood and dispositions of the university toward mainstreaming this practice for the inclusion of indigenous African languages in teaching and learning. We discuss how the wording of the provisions reveals the language policy to be power-inflected, reproducing contestations between indigenous and ex-colonial languages. The article ends by suggesting a continuous review of the language policy to eliminate vague and escapist policy provisions.