Perspectives of Science Academics on Translanguaging at a South African University

Abstract

The research seeks to understand the viewpoints of academics in laboratory settings concerning translanguaging. The research is supported by Translanguaging Theory and Africanism. The theory of Translanguaging challenges traditional ideas about language boundaries and promotes flexible language use. This theory underscores the intricate and ever-changing aspects of language usage, especially in situations involving multiple languages, and stresses the significance of acknowledging and appreciating a variety of linguistic abilities. Africanism pertains to linguistic or cultural traits that are specific to or originate from African languages. Ten researchers participated in the study. The research employed a quantitative approach, utilizing surveys with a 5-point Likert scale, and analyzed the data using descriptive statistics. Research indicates that utilizing a variety of languages improves students' understanding of the content, resulting in improved academic performance. The findings suggest that utilizing pedagogical translanguaging may lead to decreased anxiety and increased confidence among students in the classroom.  Majority of the participants favour laboratory worksheets being in English rather than in native languages. It is clear that academics in South Africa need to be empowered to recognize the significance of incorporating African languages into education for teaching and learning purposes today.