Abstract
In this paper, we question the validity of using one language for learning and teaching in our contemporary literacy and other classrooms. We argue in favour of linguistic and cultural diversity as a precondition for academic reading-literacy accomplishment in particular, and education in general. We lament that despite its harmful effects on educational achievement for multilinguals, monolingual bias is still among us and remains the biggest threat for identity assertion and epistemic access for mainstream multilingual students. The need to break the monolingual chains that shackle literacy and other pedagogy in the 21st C has never been more urgent. The paper reports on an academic reading intervention which draws from socio-cultural and translanguaging fluidity theories; it argues that students’ own linguistic and cultural discursive resources can be valuable tools in academic reading pedagogy and concept up-take. Using the reading -development study as a proxy, we query the legitimacy of utilizing mono-language and or mono-culture for learning and teaching in our present-day reading classroom or tutorial room. Instead, we need to harness linguistic and cultural resources, as well as diversity, as a prerequisite for educational or academic achievement. Data was collected using qualitative methods. The results of the literacy development project support the premise that deep understanding ensues when students are actively involved in translanguaged academic reading. A conclusion made is that cross-linguistic enquiry and procedures in academic reading and content uptake are beneficial. Moreover, pedagogy needs to be transformed translingually to democratise classrooms for academic access and success.