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Increasing linguistic diversity in higher education institutions across Southern Africa has highlighted translanguaging practices in academic discussions. In Zimbabwean universities, English serves as the official language of teaching and learning and international students frequently navigate complex multilingual settings that challenge conventional monolingual teaching methods. This study examines the challenges and opportunities associated with translanguaging practices among international students at a public university in Zimbabwe. The study aims to explore how international students use translanguaging in both academic and social settings, recognise the difficulties they face in largely English-medium environments and assess the potential advantages of translanguaging for achieving academic success and fostering inclusion. The research is grounded in translanguaging theory. A qualitative research approach was utilised and three focus group discussions were used as data collection methods. The groups comprised 17 international students studying at the chosen state university, enrolled in English as a Foreign Language (EFL) and English for Academic Purposes (EAP) courses, from different nationalities and backgrounds. Participants were selected using purposive sampling. The data were analysed thematically to uncover recurring themes and insights. The study's findings indicated that translanguaging acts as an essential tool for constructing meaning, collaborating with peers and negotiating identity among international students. Nonetheless, institutional barriers, such as strict language policies and educators’ lack of understanding of translanguaging teaching methods, hinder its effective application. Students additionally expressed feelings of linguistic isolation and decreased involvement when confined to English-only practices. The research suggests that universities implement more adaptable language policies, offer training for instructors in multilingual teaching methods and establish supportive environments that acknowledge and utilise students' full linguistic skills. These measures may promote fairer and more efficient learning experiences for international students in Zimbabwean universities.

Despite extensive research on the language-related challenges that impede learners' comprehension and academic performance, gaps remain. There is inadequate exploration vis-à-vis how language-related challenges influence history learners’ epistemic access. Underpinned by Decoloniality theory, this study explores how language-related challenges learners encounter influence their epistemic access to History. A qualitative approach, guided by interpretivism and phenomenology, will drive this study. Purposive sampling was employed to select Grade 9 history learners, parents, and teachers. Semi-structured interviews were used alongside observations and document analysis. Thematic Analysis was employed to thematise our findings regarding the influence of LoLT on conceptual understanding, monolingualism as coloniality, lack of resource availability and use, and language in a multicultural space. Irrespective of the geographical and participants limitations of this study, the Department of Basic Education may find these results useful to conscientize other schools, with the similar context, of the language-related challenges that may impede learners’ epistemic access in history. It may encourage translanguaging pedagogy strategies such as the use of learners’ entire linguistic repertoire, semiotic resources, multimodality, parents and community involvement to be used to address the abovementioned language-related challenges. It is vital for teachers to be trained on implementing translanguaging pedagogy as well. Notwithstanding, more research needs to be undertaken which seeks to find innovative ways to increase parental and community involvement in history education, to enhance learners’ epistemic access in history.