Translanguaging and Social Justice: The Stance of the Minority Languages through the Lens of the Lesotho Curriculum Policy
Malisema Francina Makoa 
& Kananelo Sylvester Moea
Issue: Vol.6 No.7 Article 8 pp.1042 – 1051
DOI: https://doi.org/10.38159/ehass.2025678 | Published online 18th June, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Translanguaging refers to both the discourse practices of bilinguals, as well as to pedagogical practices that use the entire linguistic repertoire of bilingual students flexibly in order to teach rigorous content and develop language practices for academic use. Translanguaging can be used as an effective tool in the teaching of all subjects in the classroom of students of different languages. This study sought to assess the stance of the minority languages through the lens of the Lesotho curriculum policy focusing on Translanguaging and social justice. The study engaged a qualitative research method where the issue of translanguaging will be explained using words. Based on the findings of this study, it was discovered that the policy recognises only Sesotho and English as languages of instruction and official languages. Also, it was found that the policy is very silent about roles that can be played by minority languages thus disregarding them even though it appears to be supporting them. Thus, it is concluded that the Lesotho allows social inequality and no translanguaging thus a problem for the education and learning of the minority language speakers. It recommends that translanguaging be used in all grades in all subjects because this will help students understand complex concepts. Moreover, Sesotho should not be used as the only language when code-switching from English to other languages. This study contributes more insight into the development and review of CAP for incorporation of minority languages.
Keywords: Social Justice, Translanguaging, Minority Languages, Curriculum And Assessment Policy, Lesotho
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Malisema Francina Makoa currently holds a lecturing position at the University of the Free State, South Africa. She began her education at St. John Tlali Primary School and later attended Moshoeshoe II High School. Driven by a passion for teaching, she pursued a Teacher’s Certificate at the National Teacher Training College. Her love for education led her to further her studies at the National University of Lesotho, where she obtained a Bachelor of Education, followed by a Master’s degree in Linguistics with a specialization in the Sesotho language. Committed to advancing her academic career, she later earned a PhD in Linguistics, also specializing in Sesotho, from the University of KwaZulu-Natal. Dr. Makoa has taught in various primary and high schools across Lesotho. She went on to serve as a Sesotho lecturer at the Lesotho College of Education.
Kananelo Sylvester Moea is a lecturer of English Language and Literature in education and a department head at the Lesotho College of Education. He currently obtained his PhD in Language Education from the University of South Africa (UNISA). He has a Master of Arts in Education (Literature in English Education). Curriculum studies, vocabulary mastery, reading comprehension, 21st-century English teaching skills, and moral and lifelong learning are among his specialities. Moea focuses on English language instruction in Lesotho and is an active researcher and article reviewer.
Makoa, Malisema Francina and Kananelo Sylvester Moea. “Translanguaging and Social Justice: The Stance of the Minority Languages through the lens of the Lesotho curriculum Policy,” E-Journal of Humanities, Arts and Social Sciences 6, no.7 (2025): 1042 – 1051. https://doi.org/10.38159/ehass.2025678
© 2025 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/).
