Ramafikeng, Matumo C (2024) Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy. Education Sciences, 14 (5). p. 462. DOI https://doi.org/10.3390/educsci14050462
Ramafikeng, Matumo C (2024) Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy. Education Sciences, 14 (5). p. 462. DOI https://doi.org/10.3390/educsci14050462
Ramafikeng, Matumo C (2024) Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy. Education Sciences, 14 (5). p. 462. DOI https://doi.org/10.3390/educsci14050462
Abstract
Multilingual speakers’ languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and fourth years of their Occupational Therapy studies, many African students faced challenges due to socio-historic-political factors that put them at risk of failure. These challenges were addressed in academic support tutorial spaces using pedagogical translanguaging. The aim of the paper is to demonstrate the use of translanguaging as a socially just strategy, its affordances, and its challenges. This paper utilises data from a case study within a larger project aiming to describe the use of translanguaging in multilingual teaching and learning settings at a historically White university in South Africa. The case study comprised of eight African students. Linguistic ethnography and Moment analysis were employed. Pedagogical translanguaging and humour were used to create a space conducive to collaborative learning and co-construction of knowledge that granted epistemic access to occupational therapy discourse. Respect and dignity were fundamental in fostering cohesion, improving confidence, enacting speaking rights, and creating a sense of belonging among students who often felt alienated.
Item Type: | Article |
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Uncontrolled Keywords: | discourse; higher education; occupational therapy; social justice; translanguaging |
Subjects: | Z Bibliography. Library Science. Information Resources > ZZ OA Fund (articles) |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Health and Social Care, School of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 10 May 2024 12:45 |
Last Modified: | 30 Oct 2024 21:10 |
URI: | http://repository.essex.ac.uk/id/eprint/38355 |
Available files
Filename: education-14-00462.pdf
Licence: Creative Commons: Attribution 4.0