Is pedagogical translanguaging a panacea to the colonial monoglossic language ideology in the classroom? Focus on higher education in Lesotho

Abstract

Translanguaging is an approach to language aimed at promoting diversity and plurality of languages in the
classroom. In this approach, students are taught in two or more languages, and literature suggests that they tend
to participate more in the classroom when concepts are explained in their mother tongue. However, higher
learning institutions in most countries, including Lesotho, still practise a colonial monoglossic language
approach in the classroom wherein native languages are not included as languages of instruction alongside
colonial languages. Therefore, I believe that pedagogical translanguaging can serve as a useful strategy to curb
the hegemony of colonial monoglossic ideologies that prohibit the use of African languages in the classroom.
This study adopted a qualitative approach confined within a case study design. Data were collected through
face-to-face interviews with three lecturers and focus group discussions with 60 students. Findings reveal that
pedagogical translanguaging is an effective approach because it can promote social justice and plurality of
languages in the classroom. The study thus recommends that minority African languages be included as
languages of instruction as well, alongside the English language.