Multilanguaging and Infinite Relations of Dependency

Re-theorizing Reading Literacy from Ubuntu

Authored by: Leketi Makalela

Theoretical Models and Processes of Literacy

Print publication date:  October  2018
Online publication date:  October  2018

Print ISBN: 9781138087262
eBook ISBN: 9781315110592
Adobe ISBN:

10.4324/9781315110592-30

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Abstract

It goes without question that the introduction of the multilingual turn movement has exponentially challenged monolingual practices in language and literacy education worldwide. The past ten years have seen a proliferation of arguments for translanguaging as an alternative framework to transform and decolonize classroom pedagogies and increase knowledge access for multilingual learners in literacy instruction (e.g., Canagarajah, 2011; Garcia, 2009; Makalela, 2015a, 2015b). Despite its promises for change, the view of multilingualism in sub-Saharan Africa still reflects Western conceptions of knowing and invariably promotes monolingual bias, with its inherent logic of one strong language equalling one strong nation and the orthodox metanarrative that using more than one language creates mental confusion (Baker, 2011; Brock-Utne, 2000, 2015; Makalela, 2015a; Ricento, 2000). These ideological orientations are to date still influential in national language policies, language planning discourses, and literacy practices throughout the world.

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