Social Transformation in English First Additional Language Teaching and Learning Classrooms: Multilingual Pedagogy
Nomasomi Hilda Matiso 
Issue: Vol.4 No.13 Article 10 pp.1516 -1526
DOI: https://doi.org/10.38159/ehass.202341310 | Published online 19th December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities.
Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.
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Dr. Nomasomi Hilda Matiso holds a Doctor of Education from Walter Sisulu University, South Africa. Her specialization areas include English Language Teaching, and Grammar and Usage. She has published articles in DHET-accredited Journals and in Conference Proceedings.
Matiso, Nomasomi Hilda. “Social Transformation in English First Additional Language Teaching and Learning Classrooms: A Multilingual Pedagogy.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1516 -1526. https://doi.org/10.38159/ehass.202341310
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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