Bridging worlds: Embracing Ubuntu in multilingual academic writing
DOI:
https://doi.org/10.56285/jltVol60iss1a6651Keywords:
translanguaging, academic literacy, indigenous languages, decolonizing education, multilingual education, English for academic purposes (EAP), rhetorical patternsAbstract
In the global higher education landscape, the efficacy of English for Academic Purposes courses often falls short, particularly in the Global South, where Western-oriented educational models frequently misalign with local linguistic and cultural contexts. This study addresses the challenge of decolonizing academic literacy by examining the integration of African languages within EAP frameworks at a Namibian university, aiming to bridge this pedagogical gap and foster academic inclusivity. Utilizing a qualitative methodology, the research investigates students’ use of rhetorical patterns in academic essays written in both English and African languages, and their implications for academic writing skills acquisition. Results reveal significant differences in the rhetorical conventions employed by students, highlighting how these conventions influence the organization of their writing in academic settings. The study’s findings have broad implications, suggesting transformative strategies for academic literacy courses that acknowledge and leverage students' linguistic repertoires, especially in multilingual contexts. Recommendations for educators and policymakers emphasize the importance of incorporating translanguaging into curriculum design to cultivate a more inclusive and effective learning environment that reflects and respects the multilingual realities of students.
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