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Using Translanguaging to Promote Social Justice in South African and Zimbabwean Primary Schools
Abstract
The chapter analyses the use of English as an official language in South Africa and Zimbabwe primary schools, at the expense of the children's home language. The literacy levels of children in South African primary schools are dismal, a factor which may partly be attributed to the challenges associated with using a language of instruction that is different from the home language. Government officials, parents, learners, and stakeholders from industry continue to uphold the superiority of English over indigenous languages, in spite of the evidence that bilingual/multilingualism has numerous benefits for learners. The chapter uses decolonial and postcolonial theory to illuminate the discussion on the use of English as official language of communication. Finally, translanguaging is advocated as the appropriate policy response to promote social justice in primary schools in South Africa and Zimbabwe.
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