Abstract
Background: The article critiques the monoglossic ideologies that dominate current educational
practices in South Africa, which often marginalise indigenous African languages and fail to
facilitate the dynamic multilingual realities of learners. It examines the impact of English
language pedagogies in multilingual settings, particularly in South Africa, where the
dominance of English affects indigenous languages and cultures.
Objectives: The article aims to advocate for a paradigm shift in language education, proposing
the integration of plurilingual and translanguaging pedagogies to address South Africa’s
complex linguistic and cultural landscape.
Method: The study analyses educational policies, curriculum documents, and literature on
language learning and teaching approaches, focusing on monoglossic ideologies and their
alternatives, such as translanguaging and plurilingualism.
Results: The article suggests that merging plurilingual and translanguaging pedagogies can
lead to more inclusive and effective language education practices. Such a hybrid pedagogy
would facilitate language learning, foster social cohesion, and actively empower learners to
participate in a multicultural society.
Conclusion: The proposed paradigm shift calls for collaborative efforts among policymakers,
educators, and communities to embrace linguistic diversity as a resource and to transform
language education in South Africa.
Contribution: This shift aims to innovate pedagogical practices, ensuring that all languages in
learners’ repertoires are valued and that education reflects the sociocultural realities of the
nation. It contributes to the discourse on language education by advocating for a hybrid
approach that integrates translanguaging and plurilingualism, offering a comprehensive
perspective on multilingual and multicultural education in South Africa.