Explore the evidence.
Understand the reach.

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.

This study investigates the contradictory role of missionary educators in the preservation of Tshivenda and other Indigenous languages in South Africa's Vhembe District from 1870 to 1950. This research utilises a decolonial theoretical framework, employing archival document analysis, historical textual analysis, and an examination of contemporary stakeholder perspectives to explore how missionary educators, operating within colonial systems for evangelical objectives, inadvertently established foundational resources for the preservation of Indigenous languages. The findings indicate that missionary educators functioned within a dual paradigm: advancing colonial linguistic dominance via assimilationist education while concurrently documenting, standardising, and safeguarding local languages through translation efforts, grammar formulation, and bilingual instructional methods. This preservation was inherently selective, emphasising religious material while sidelining traditional spiritual knowledge and dialectical diversity. The research illustrates that comprehending this intricate legacy is essential for modern language revitalisation efforts in post-apartheid South Africa, providing insights on leveraging historical linguistic foundations while mitigating their shortcomings through community-driven preservation initiatives that prioritise Indigenous cultural objectives over external interests.

Multilingualism also contributes to a more inclusive learning environment, reflecting the truth about the first and second language diversity of many?South Africa higher education (HE) students. This paper contributes to a multilingual perspective on the decolonization of knowledge in the teaching and learning practices at?South African higher education institutions. The study?aims to make sense of diverse conceptualisation of curriculum by the universities to examine students’ experiences on epistemic access in decolonisation discourses. A multilinguistic approach to curriculum work incorporates epistemological perspectives?while challenging the dominance of Eurocentric knowledge systems. Curriculum development?that resonates with local histories and global realities, is required in strengthening the relevancy of education in South African schools. In addition, the multilinguistic ideal is not only pedagogically beneficial, but also an important decolonising tool, making higher education in?South Africa reflective of its multilingual society and all students. A systematic qualitative literature review will be implemented in this study and the review process in this application will be?underpinned by literature and statistical evidence supplied by South African universities. This paper seeks to highlight that higher education can be supported to the fullest through reframing the social justice and?resilience theories. From a multilingual standpoint, the findings of this study will contribute to understandings of students’ perceptions of epistemic access and contribute towards the?epistemic decoloniality discourse in South African universities.

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.

The implementation of language policies in South African universities faces significant barriers rooted in the country's socio-economic and historical context. Despite constitutional mandates and policy frameworks aimed at promoting multilingualism and equity, practical challenges persist. Developing indigenous African languages into fully-fledged academic mediums is a complex and resource-intensive process, requiring substantial financial investment, skilled language specialists, and institutional commitment. The historical privileging of English and Afrikaans during apartheid has created an entrenched system where these languages dominate academia, marginalizing indigenous languages. Efforts to elevate these languages to academic status are further complicated by the need for consistent scientific terminology and academic materials, which are currently lacking. Furthermore, the financial burden on universities to support multilingual education, including translation services and recruiting qualified staff, is considerable. This financial strain is compounded by broader economic challenges facing the higher education sector. While preserving Afrikaans as an academic language promotes diversity and inclusivity, it also highlights the disparities in language development and usage in academia. The reluctance of the government to invest heavily in transforming other local languages into academic mediums reflects practical considerations about marketability and global competitiveness, as English remains the predominant language for research dissemination and professional advancement. This paper explores these barriers in detail, drawing on policy guidelines and existing literature, and discusses their impact on higher education institutions and students. The findings reveal a need for a balanced approach that acknowledges both the practical constraints and the cultural significance of multilingualism in fostering a more inclusive and equitable academic environment.

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.

This study investigates the contradictory role of missionary educators in the preservation of Tshivenda and other Indigenous languages in South Africa's Vhembe District from 1870 to 1950. This research utilises a decolonial theoretical framework, employing archival document analysis, historical textual analysis, and an examination of contemporary stakeholder perspectives to explore how missionary educators, operating within colonial systems for evangelical objectives, inadvertently established foundational resources for the preservation of Indigenous languages. The findings indicate that missionary educators functioned within a dual paradigm: advancing colonial linguistic dominance via assimilationist education while concurrently documenting, standardising, and safeguarding local languages through translation efforts, grammar formulation, and bilingual instructional methods. This preservation was inherently selective, emphasising religious material while sidelining traditional spiritual knowledge and dialectical diversity. The research illustrates that comprehending this intricate legacy is essential for modern language revitalisation efforts in post-apartheid South Africa, providing insights on leveraging historical linguistic foundations while mitigating their shortcomings through community-driven preservation initiatives that prioritise Indigenous cultural objectives over external interests.

Multilingualism also contributes to a more inclusive learning environment, reflecting the truth about the first and second language diversity of many?South Africa higher education (HE) students. This paper contributes to a multilingual perspective on the decolonization of knowledge in the teaching and learning practices at?South African higher education institutions. The study?aims to make sense of diverse conceptualisation of curriculum by the universities to examine students’ experiences on epistemic access in decolonisation discourses. A multilinguistic approach to curriculum work incorporates epistemological perspectives?while challenging the dominance of Eurocentric knowledge systems. Curriculum development?that resonates with local histories and global realities, is required in strengthening the relevancy of education in South African schools. In addition, the multilinguistic ideal is not only pedagogically beneficial, but also an important decolonising tool, making higher education in?South Africa reflective of its multilingual society and all students. A systematic qualitative literature review will be implemented in this study and the review process in this application will be?underpinned by literature and statistical evidence supplied by South African universities. This paper seeks to highlight that higher education can be supported to the fullest through reframing the social justice and?resilience theories. From a multilingual standpoint, the findings of this study will contribute to understandings of students’ perceptions of epistemic access and contribute towards the?epistemic decoloniality discourse in South African universities.

The implementation of language policies in South African universities faces significant barriers rooted in the country's socio-economic and historical context. Despite constitutional mandates and policy frameworks aimed at promoting multilingualism and equity, practical challenges persist. Developing indigenous African languages into fully-fledged academic mediums is a complex and resource-intensive process, requiring substantial financial investment, skilled language specialists, and institutional commitment. The historical privileging of English and Afrikaans during apartheid has created an entrenched system where these languages dominate academia, marginalizing indigenous languages. Efforts to elevate these languages to academic status are further complicated by the need for consistent scientific terminology and academic materials, which are currently lacking. Furthermore, the financial burden on universities to support multilingual education, including translation services and recruiting qualified staff, is considerable. This financial strain is compounded by broader economic challenges facing the higher education sector. While preserving Afrikaans as an academic language promotes diversity and inclusivity, it also highlights the disparities in language development and usage in academia. The reluctance of the government to invest heavily in transforming other local languages into academic mediums reflects practical considerations about marketability and global competitiveness, as English remains the predominant language for research dissemination and professional advancement. This paper explores these barriers in detail, drawing on policy guidelines and existing literature, and discusses their impact on higher education institutions and students. The findings reveal a need for a balanced approach that acknowledges both the practical constraints and the cultural significance of multilingualism in fostering a more inclusive and equitable academic environment.