Enhancing Multilingual Education: Students’ Perceptions and Experiences With Translanguaging in Higher Education

Abstract

Aims and Objectives/Purpose/Research Questions:

This study explores university students’ perceptions of translanguaging and its role in higher education in South Africa. It seeks to understand how students perceive the integration of translanguaging into teaching, learning, and assessment, and how it contributes to inclusivity and academic success.

Design/Methodology/Approach:

A qualitative phenomenological approach was adopted to explore students’ lived experiences. Data were collected through focus group interviews with 32 participants and questionnaires completed by 345 students across four faculties.

Data and Analysis:

Data were thematically analysed, focusing on key themes emerging from students’ responses about the value, challenges, and practical implications of translanguaging in higher education contexts.

Findings/Conclusions:

The findings reveal that students perceive translanguaging as a powerful tool for inclusivity, comprehension, and participation in multilingual classrooms. They also highlight challenges, including institutional resistance and a lack of supportive language policies. The study concludes that translanguaging has significant potential for decolonising higher education and supporting academic success.

Originality:

This study contributes to emerging scholarship on translanguaging in South African higher education by centring the voices of students in the debate on translanguaging, an area often dominated by lecturer and policy perspectives. It adds insight into how students themselves experience and value translanguaging practices.

Significance/Implications:

The study provides evidence that integrating translanguaging into higher education pedagogy can advance inclusivity and academic equity. It also underscores the need for supportive policies and institutional commitment to legitimising translanguaging as part of teaching, learning, and assessment.

Introduction

Translanguaging is increasingly recognised as a teaching and learning approach that can be used to support learning in multilingual educational contexts, particularly in linguistically diverse classrooms (Cenoz & Gorter, 2022). In South Africa, higher education institutions (HEIs) operate within a complex linguistic educational setting shaped by colonial histories and the continued dominance of the English language. In South Africa, HEIs are institutions that provide post-secondary education, often operating within a complex linguistic educational setting shaped by colonial histories, where colonial pedagogies have perpetuated a linguistic hierarchy. In this hierarchy, the languages of colonisers (like English and Afrikaans) are often viewed as superior, while indigenous languages remain marginalised.

As a result, challenges related to language, access, and participation continue to be significant concerns in higher education. While much translanguaging research has focused on primary and secondary schooling, less attention has been paid to how students in higher education perceive and experience translanguaging practices in academic classrooms. This study, therefore, focuses specifically on students’ perceptions and experiences of translanguaging in a South African HEI. It examines how multilingual practices are understood and negotiated within their particular HEI learning environments. By situating the study within South African HEIs, the research responds to calls for greater awareness of multilingual pedagogies that acknowledge students’ full linguistic repertoires.

Although students beginning their higher education in South Africa have typically been schooled primarily through colonial languages such as English or Afrikaans, this does not necessarily eliminate language-related challenges at the HEI level. Academic discourse in higher education places increased cognitive and linguistic demands on students to engage with abstract concepts, discipline-specific terminology and advanced academic literacy practices. As a result, students often experience challenges related to comprehension, as well as issues with cognitive demands and participation. This study, therefore, addresses a significant gap by examining whether and how these challenges continue to shape students’ learning experiences in South African HEIs.

Translanguaging involves using various planned teaching and learning strategies to draw on students’ full range of language skills and resources, in other words, their entire linguistic repertoire (Cenoz & Gorter, 2022). It can be defined as the purposeful use of multiple languages in a fluid and dynamic manner to enhance teaching and learning. This encourages students to utilise their entire linguistic repertoire, helping to bridge gaps between languages and ensure a clearer understanding of the content, as well as greater participation in the course (Bonacina-Pugh et al., 2021).

In the past, teaching and learning practices often kept languages separate. This was because it was believed that such a practice would prevent confusion. However, this traditional approach did not recognise the benefits of using the full range of students’ linguistic abilities. Translanguaging allows students’ multilingual abilities to be seen as essential resources that can enhance and boost the learning experience, and definitely not as barriers to teaching and learning. By incorporating students’ existing language repertoires, translanguaging enables improved communication, better comprehension, and more successful student engagement. This approach supports the learning process and enhances students’ self-esteem as language learners by recognising their full linguistic capabilities (Cenoz & Santos, 2020; Prada, 2019).

Translanguaging incorporates a wide range of practices, all deliberately designed by the lecturer with a clear educational goal in mind, namely, enabling the use of the student’s entire linguistic repertoire. The ultimate goal is to activate students’ multilingual and multimodal abilities, allowing them to take advantage of their own multilingual abilities for more successful and improved learning (Bonacina-Pugh et al., 2021).

Colonial pedagogies in South African HEI sustain a linguistic hierarchy, where the languages of colonisers (like English and Afrikaans) are viewed as superior, while indigenous languages are still marginalised. The findings of the study undertaken by Madiba (2024) demonstrate how translanguaging can serve as a decolonial pedagogical strategy in South African HEIs, as it can promote linguistic inclusivity and justice. Translanguaging provides students with the opportunity to challenge the dominance of English in academic contexts, thereby allowing them to encounter a more inclusive and representative educational experience. It enables students to develop their own unique voices as they can engage critically and creatively with the entire course, moving beyond rote memorisation (Madiba, 2024).

This study investigates the perceptions and experiences of HEI students regarding translanguaging as a transformative and inclusive approach. It aims to explore how students perceive and interpret the role of translanguaging practices in their learning, participation in their courses, and overall engagement in HEIs where multiple languages are spoken and valued. By centring students’ voices, this study highlights the perceived benefits and challenges of implementing translanguaging methodologies, offering insight into how students experience and make sense of these practices within their academic environments.

This study is significant as it builds upon existing scholars’ work by offering valuable insights into the perspectives of South African students. It focuses on how translanguaging can promote inclusivity, enhance the attainment of learning outcomes, and support the needs of diverse student populations. Furthermore, this study emphasises the potential of translanguaging to transform teaching and learning practices in linguistically diverse educational settings.

The aim of this research is to extend the existing literature on multilingual education and provide insights into students’ voices as to how translanguaging can create inclusivity, enhance learning outcomes and support diverse student populations. Furthermore, this study intends to emphasise the potential of translanguaging to transform teaching and learning practices in linguistically diverse educational settings. By examining students’ perspectives, this research aims to address the gap in understanding how translanguaging can be effectively implemented to support multilingual students in South African HEIs and promote a more equitable, supportive and engaging educational environment.

Against this background, the researchers developed the following main research question for the study:

• How do students in South African HEIs perceive the role of translanguaging in supporting their understanding, participation, and engagement in multilingual learning environments?

The following subquestions were devised for this investigation:

• What perceived benefits and challenges do students in South African HEIs report when engaging in translanguaging practices in their coursework, particularly in relation to linguistic inclusion and decolonising pedagogical goals?

• How do students perceive translanguaging as influencing their sense of inclusion, engagement, and belonging in multilingual classroom settings in South Africa’s diverse multilingual HEIs where indigenous languages remain marginalised?

• How do students’ linguistic backgrounds and proficiency levels, within South Africa’s multilingual context, shape their experiences and perceptions of translanguaging in South African higher education?

• What forms of pedagogical and institutional support do students believe are necessary to legitimise and sustain translanguaging practices in South African higher education, given the colonial linguistic legacy?

The structure of this study details the literature review that supports translanguaging in HEI settings, the research methodology, the findings of the study, the discussion of findings, and recommendations for further research before concluding with a summary.

Literature Review

Customarily, teaching and learning have focused on standard language forms. This means that other language alternatives were often marginalised (Cenoz & Gorter, 2020). This led to what has been referred to as the “coloniality of language”, which refers to how colonial powers enforced their languages in higher education, leaving lasting effects on linguistic practices (Madiba, 2024; Veronelli, 2015). During colonial times, HEIs were forced to use the languages of European powers. This often led to indigenous languages being sidelined and disregarded. Such a situation served as a means of language being a form of cultural control, which exacerbated the unequal power dynamics between the colonisers and the colonised (Bhatt et al., 2022).

When students are taught and learn through the medium of a language that they do not speak at home, it can have significant repercussions on academic performance. This is because it can create a cognitive overload as students need to learn new content while simultaneously trying to understand the language of teaching and learning. Scholars in this field have found that it becomes challenging for students to fully comprehend academic material, resulting in lower academic achievement (Motala et al., 2021). Student participation diminishes as students feel hesitant to express their ideas or ask questions in a language they feel uncomfortable using (Mbirimi-Hungwe & Matariro-Mutanha, 2024). It also hampers the development of critical thinking, as students might feel that they must focus more on attaining successful language accuracy rather than on mastering the content itself (Grosser & Nel, 2013). Furthermore, the disconnect between the language of teaching and learning and the students’ home language can lead to a sense of alienation and cultural dissonance, impacting their sense of identity and belonging within the educational environment (Alkateb-Chami, 2024). Overall, these challenges underscore the importance of adopting inclusive and multilingual pedagogies. Translanguaging is one such method that can support students when adapting to and succeeding in the multilingual nature of their environment (Wei, 2023).

Translanguaging has been widely studied in South African school contexts, particularly in relation to literacy and participation in multilingual classrooms (Alkateb-Chami, 2024; Cenoz & Santos, 2020). However, fewer studies have examined whether similar challenges still exist in higher education, where students are assumed to have developed the required proficiency in the language of teaching and learning (Bhatt et al., 2022; Madiba, 2024; Mbirimi-Hungwe & Matariro-Mutanha, 2024). However, the increased academic and cognitive demands of higher education may intensify students’ language-related challenges. This highlights the importance of this research, which examines students’ perceptions of the specific challenges found within HEI settings.

Translanguaging promotes multilingualism as well as encourages students to think more critically, which negates the concern when only one language is used for teaching and learning. By using the different varieties of languages that are spoken in their everyday interactions to obtain the required information, the appreciation of the different languages spoken in the classroom is enhanced. This strengthens students’ language skills, and they are better positioned to develop a deeper understanding of the course content. Translanguaging thus acknowledges the multilingual nature of educational environments (Erdin & Salı, 2020). It helps create a more inclusive learning environment where students feel their identities are valued, and the lecturers connect to their real-life experiences. This makes learning more meaningful and also enhances the overall educational experience (Cenoz & Gorter, 2022). The approach is also in line with the notion that translanguaging affords students from linguistic backgrounds other than English entry to higher education, as well as facilitating epistemic acquisition, or access to the required pedagogies (Motala et al., 2021).

Translanguaging values all forms of linguistic diversity (Cenoz & Gorter, 2020) as it allows students to use their home languages alongside other spoken languages to support their learning. This approach values the social and cultural aspects of language that assist in promoting collaboration across language barriers. Such a situation enriches students’ learning experiences. It also encourages group learning as students are able to draw on their shared language resources, thus creating a more engaging classroom environment (McKinney & Tyler, 2024). Cummins (2021) reinforces this view by emphasising that it is essential to allow students to use the languages that they are confident in, as it supports their cultural identities and contributes to a responsive education environment.

Since South Africa became a democracy, there has been growing awareness of the need to support linguistic diversity in higher education (Mashatole & Makgoba, 2022). Students studying in HEI come from many different linguistic backgrounds, requiring the content of lectures to be made more accessible and more engaging so that it is relevant to students. Although this diversity enriches the study environment, it often becomes challenging as new and novel teaching and learning methodologies need to be found to meet students’ language needs (Markey et al., 2023). Translanguaging has thus become a particularly relevant pedagogical strategy in South Africa, where the legacy of colonialism has left a lasting impact on language practices in education. Embracing translanguaging in South African higher education can thus promote decolonisation and linguistic justice in HE, encourage collaborative learning and critical thinking as students draw on the full linguistic resources at their disposal to engage with academic content, leading to an environment that fosters academic success and social justice for all students (McKinney & Tyler, 2024).

Despite its numerous advantages, scholars (Makalela, 2022) in this field of research have pointed out that translanguaging in HE has certain challenges. HEI’s institutional policies and assessment practices continue to adopt a monolingual form of teaching and learning, often selecting English as the dominant medium of instruction (Madiba, 2024; Makalela, 2022). Lecturers may also feel hesitant about integrating translanguaging because of inadequate and limited training or institutional support, as well as inadequate learning material, leading to inconsistencies (Mungala, 2024). Evidently, clear and transparent institutional policies and well-structured lecturer training programmes are essential to ensure that lecturers are provided with the necessary skills to incorporate translanguaging practices into their teaching successfully.

Methodology

Research Design

A phenomenological approach was chosen for this research. Guided by an interpretive framework, this approach enabled the researchers to capture the actual subjective viewpoints of the participant students. The researchers were thus able to gain insights into how they navigate and benefit from translanguaging used in their courses to support teaching and learning. This approach was particularly useful for the researchers to understand how students at a specific college within the HEI perceived and used translanguaging in their studies, and allowed for a deeper and clearer understanding of the participants’ perspectives.

Sample

A homogeneous purposeful sampling technique was utilised to select participants with direct experience of translanguaging in the context of their studies and learning within higher education. The participants in this study were students enrolled in a specific HEI. The students were registered for various modules across different years (from first to fourth year) of study. The sample for this study consisted of 377 participants, aiming to capture their specific perspectives on translanguaging practices within their modules. A total of 32 of these students participated in the focus group interview, and 345 responded to the questionnaire sent out by the researchers. Such a purposeful sampling technique was a valuable method for this research as, according to Akkaş and Meydan (2024), it allows researchers to focus on individuals who are most likely to provide relevant and insightful information about the actual phenomenon being researched.

Instrument

The researchers used semi-structured, open-ended questionnaires to gather relevant data from the participating students. Focus group interviews were also conducted with selected students. These interviews allowed the participating students to share their perceptions, beliefs and experiences regarding translanguaging as a tool to support their learning. The questions varied and were designed to assist the researchers in obtaining answers to the research questions regarding the students’ experiences and perspectives with the translanguaging approach (see Appendix A).

To ensure clarity and relevance, one of the participating students reviewed the questions and provided feedback. The questions that were considered to be vague were then changed to incorporate the participant’s suggestions. This ensured that the final questions that the researchers used were appropriate and relevant.

Document analysis was also one of the data collection instruments chosen by the researchers. This supplemented the data obtained from the questionnaires and interviews. The researchers examined the study materials, assignments, and module sites that the students were required to access. This enabled the researchers to gain additional, relevant information about the effectiveness of translanguaging practices and enrich their understanding of the lecturers’ knowledge, experiences, and perspectives regarding translanguaging. Together, the questionnaires, focus group interviews, and document analysis provided comprehensive and relevant data that offered valuable insights for the researchers. These data sources offered valuable insights into how translanguaging practices influence students’ academic experiences and contribute to their success in a higher education context.

Data Analysis

The data that the researchers collected through the questionnaires, focus group interviews, and document analysis had to be analysed. For this, a thematic analysis approach was chosen. This process involved several stages. First, the researchers became familiar with the data by thoroughly reading and re-reading the questionnaire responses and the verbatim transcripts from the focus group interviews. Detailed notes were kept from the reflections during document analysis. This step assisted the researchers in developing a comprehensive understanding of the raw data. The researchers then pinpointed relevant information. This data was then coded to highlight key themes and topics related to the students’ perceptions of translanguaging. These themes were then refined and revised to ensure they accurately represented the data. Finally, the themes were processed to answer the research questions. The findings are presented in detail in the results section, which is supported by participant responses to validate and illustrate the themes that emerged in this step.

Trustworthiness

The researchers ensured the trustworthiness of this research by applying various strategies. First, member checking, which allowed the students to review, verify, and confirm the findings. Second, data triangulation was used and achieved by correlating the results from the questionnaires, focus group interviews, and document analysis. This enabled the researchers to analyse any contradictions. The researchers were thus able to strengthen the trustworthiness of the study’s findings by using these three data sources.

Finally, the researchers kept a thorough and precise audit trail. They documented all data obtained, the decisions, processes, and steps taken throughout the research, as well as which researcher was responsible for each task of this research. This openness ensured that it was easy to follow and evaluate each and every step of the entire research process. These three strategies, member checking, data triangulation, and an audit trail, strengthened the study’s credibility, dependability, and confirmability, ensuring that the findings were trustworthy.

Ethics

At all times, the researchers adhered to strict ethical standards. In this regard, the participants were required to give their informed consent so that the researchers could gather data from them. The participants were assured of their confidentiality and anonymity and were told that pseudonyms would be used and that there would be no identifiable information in the final research. The researchers also advised the students that their participation was voluntary and that they could withdraw at any time without any negative impact or consequence. Ethical clearance for conducting this study was obtained by the researchers from the Research Ethics Committee of the specific HEI. Special permission was also obtained from the Research Permission Committee of the HEI. This enabled the researchers to gather relevant information from the chosen participants.

The following section provides a discussion of the research findings. These focus on key themes which emerged from the data collected from the participants’ answers to the questionnaires, focus group interviews, and document analysis.

Research Findings

The responses of the participating students and the researcher’s exploration of the module content revealed several key themes, which align with the research questions. Students first articulated their understanding of and attitudes towards translanguaging. They then discussed the perceived learning-related benefits of translanguaging. This was followed by students’ views on challenges associated with engaging with translanguaging practices. Students reflected on the types of pedagogical and institutional support they believed were necessary for the effective implementation of translanguaging in higher education contexts. Finally, students shared their views regarding Translanguaging, a Decolonial Pedagogical Strategy in South African HEIs

Students’ Understanding and Attitudes Towards Translanguaging

The majority of the student participants understood that translanguaging is a specific teaching and learning methodology that supports the use of multiple languages. Through the adoption of this approach, students’ achievement of the lesson and, ultimately, the course outcomes are improved. The students reported that translanguaging is an inclusive strategy. This strategy integrates their specific home languages with the language used for teaching and learning, thereby making the learning process more significant, appropriate and productive.

The students further reported that translanguaging is an inclusive strategy, as it integrates their home languages with the language used for teaching and learning, thereby making the learning process more meaningful, accessible, and relevant.

This understanding was confirmed by one of the participants, who noted:

For me, translanguaging means being able to switch between languages to explain concepts better. It helps when I’m struggling to find the right words in one language; I can switch to another.

Another participant explained:

I understand translanguaging as the way we mix languages in our conversations, using words from different languages to convey ideas more effectively. It reflects our multicultural identities.

This was reinforced by a different participant who added:

I see translanguaging as a strategy that allows for better comprehension and learning, where I can use my first language alongside English to support my understanding of complex subject[s].

A further participant contextualised translanguaging within the South African multilingual setting:

I think it is an approach of teaching that enables the use of multiple languages in education. So, this means that in South Africa we have 12 official languages. So translanguaging enables us to use all of these language at the same time. So, for example, in the institution where I was studying at last year, in our tutorials we will be allowed to use maybe our English and Afrikaans during the tutorial room. So that’s translanguaging, we are allowed to use these multiple languages in communication.

Students’ Perceptions of the Learning-Related Benefits of Translanguaging Practices

All the participants highlighted that translanguaging is advantageous from a learning perspective. Students perceived translanguaging as supporting their academic success, particularly through improved comprehension of course content and increased confidence to express their views during learning activities.

The most prevalent view expressed was that translanguaging supports understanding of the study material, which students associated with greater engagement and confidence.

One participant was of the opinion:

Using a variety of languages and forms of communication helps me to pass and do better.

Another participant agreed and added:

I think translanguaging would be really beneficial when it comes to comprehension of whatever content you’re studying. It moves away from cramming your work, but understanding your work, and then it helps you with passing.

A fellow participant agreed with the above and emphasised collaborative learning:

It encourages collaborative learning. When we speak different languages, we can share knowledge and learn from each other’s linguistic strengths.

While inclusion is explored more fully in later findings, some students explicitly linked their learning experiences to feelings of inclusion:

Using multiple languages in learning creates a more inclusive environment. It makes everyone feel involved and respected, regardless of their language background.

Importantly, students’ responses suggest that translanguaging in higher education is valued not only for reasons of equity and inclusion but also for addressing ongoing challenges related to comprehension and participation. Despite having been taught in English prior to entering HE, many participants indicated that engaging with complex academic content in a single dominant language imposed additional cognitive demands and contributed to limited classroom participation. One of the participants reflected:

Even though I’ve been taught in English since grade 4, sometimes the lectures are so fast, or the words are so technical, that I just don’t really understand what is going on. But when I switch between English and isiZulu, my home language, in my head or with my peers, it really helps me understand and feel able to contribute.

This finding suggests that arguments related to cognitive load and participation remain relevant in South African HEIs and are not limited only to earlier phases of schooling.

Students’ Views on the Challenges in Effectively Engaging With Translanguaging Practices

While participants highlighted the benefits of translanguaging, they also acknowledged that implementing such an approach could also be met with challenges. One of the challenges that many of the participants cited was resistance from peers. Not all the students were open to the idea of translanguaging. They felt it created challenges in collaborative settings where fellow students preferred to use one language with which they were most comfortable. There were also concerns about communication barriers, especially in online learning contexts. This is because maintaining clarity in communication while using multiple languages could potentially result in misunderstandings. Another challenge that participants pointed out was institutional limitations. They highlighted that institutional policies often promote an English teaching and learning-only environment, which impedes successful translanguaging.

To denote resistance from peers, one of the participants noted that:

Some were not willing. We have negative thoughts about the translanguaging, but as we are carrying on with our classes and we resolve such issues, it was so nice. And then we’re so eager to go to that tutorial because you are allowed to use the languages the way you are speaking them.

A different participant added:

Sorry, but to also the social and emotional well-being of us as the students, because I remember when I was doing my first year at university, so I was unable to raise my points in other classes because I’m afraid that you laugh at my English because I don’t have that English that support what I think. . .so because I studied English as an as an additional language. So I have no confidence so to use the translanguage it also improve the confidence of the students.

This response illustrates how language-related anxiety can influence students’ participation and emotional well-being.

Institutional limitations were also identified as a challenge. Participants noted that institutional language policies often promote an English-only teaching and learning environment, which restricts opportunities for translanguaging.

One participant stated:

I think to make this successful, we need to adapt the study material to make it more suitable for different students. I think we should also create activities with this specific purpose in mind. This will also promote collaboration.

Students’ Insights on the Support Strategies Necessary for Engaging With Translanguaging Practices

Participants emphasised the need for structured pedagogical and institutional support to ensure the effective implementation of translanguaging practices. The researchers noted that these were distinct from the perceived benefits and challenges that the students expressed. All participants highlighted the need for workshops and guidance to help both students and lecturers engage more effectively with translanguaging.

One participant suggested:

I think it would be helpful if the lecturers provided clear examples of how to use our languages in discussions and assessments.

Another participant concurred and added:

I also would like to say that there should be a focus on training the lecturers on how to implement translanguaging.

Participants also stressed the importance of adequate multilingual resources and learning materials:

We need to have materials that allow us to learn and express ourselves in our own languages, which could enhance our understanding and engagement.

On creating a supportive and inclusive learning environment, one participant reflected:

And then we’re so eager to go to that tutorial because you are allowed to use the languages the way you are speaking them.

Finally, institutional support related to assessment practices was emphasised:

It would also help if the institution could provide resources or workshops that focus specifically on assessment methods that accommodate translanguaging.

Translanguaging, a Decolonial Pedagogical Strategy in South African HEIs

A significant finding of this study relates to students’ views of translanguaging as a teaching and learning approach that challenges the existing colonial linguistic hierarchies still found in South African higher education. Numerous participants of this study referred to the historical dominance of English and Afrikaans, which has marginalised the indigenous languages in HEIs. For many, translanguaging was seen as a learning strategy as well as a symbolic act of resistance against these entrenched hierarchies.

Students felt that if their indigenous languages were taught alongside English, it would promote their linguistic identity and promote a sense of belonging. A participant interviewed explained:

When the lecturer allows isiZulu and English together, I feel like my language is useful. It’s not just English all the time, which makes me feel like my language is not important.

Another student highlighted the connection between translanguaging and decolonial goals:

When we use our home languages in class, to me it feels that it is showing English is not the only language for knowledge. It shows that Sesotho can also be part of my studies.

The following section discusses the research results, in which the research findings are correlated with the literature review.

Discussion of Results

It became clear to the researchers that the participants of this study expressed similar sentiments to the views of the literature on translanguaging. The research findings indicated that students perceived translanguaging as an effective and inclusive pedagogical tool that enhances learning. This is consistent with an investigation undertaken by major scholars in this field, such as Cenoz and Gorter (2022), whose studies found that translanguaging helps students improve their comprehension of the course material as they now utilise their entire linguistic repertoire during their classes. The participants of this study correctly expressed the view that translanguaging allows them to switch between languages to articulate ideas more clearly. This same sentiment was supported by Wei (2023), who argued that translanguaging enables students to express themselves more comfortably and confidently.

Furthermore, the students connected translanguaging to their multilingual identities. Such a sentiment which aligns with the perspective of Erdin and Salı (2020), whose research found that translanguaging promotes critical thinking by allowing students to draw on their linguistic and cultural resources. The data from this study confirm that students were now able to realise the acceptability of their home languages within their academic settings, which challenges the conventional monolingual paradigms of teaching and learning (Bonacina-Pugh et al., 2021).

The findings from the students’ responses revealed that they viewed translanguaging as a beneficial pedagogical approach that enhances academic success. Their experiences when using such an approach showed that they could grasp complex concepts more effectively and that it promotes deeper engagement with course material. This supports the argument by Cenoz and Santos (2020) that translanguaging enhances comprehension and participation by allowing students to learn in the languages with which they are most comfortable. An important insight from this finding is that the advantages of translanguaging extend beyond concerns related to social justice and decolonisation. Students reported that, in addition to supporting equity and affirming identity, translanguaging helps reduce cognitive strain and assists active participation in their academic courses. These findings show that challenges regarding comprehension and engagement are not only found in schools but also continue in HEI. This thus highlights the ongoing pedagogical relevance of translanguaging even for students previously schooled in colonial languages.

A study undertaken by McKinney and Tyler (2024) showed that translanguaging bridges linguistic divides and creates an environment where students feel respected and included. This concurs with most of the students’ views that translanguaging creates a space for collaborative learning and inclusivity.

One major concern expressed by most of the participants was resistance from peers, as some of their fellow students preferred to use a single language for clarity and ease of communication. This finding was validated by scholars such as Makalela (2022), who noted that in certain instances, there were students who were so accustomed to monolingual teaching and learning that they initially resisted translanguaging due to unfamiliarity or concerns about potential misunderstandings.

The conclusions of research undertaken by Madiba (2024) and Mungala (2024) were that many educational institutions lack clear policies, preventing the effective implementation of translanguaging in HEIs. This is reinforced by the participants’ opinions that English is still often the dominant medium of teaching and learning and that institutional policies frequently neglect to address linguistic diversity, making it challenging to integrate translanguaging into the curriculum fully. From an investigation of the institutional policies, the researchers noted that they did not mention translanguaging, so it was up to each individual lecturer to decide how and if such a teaching approach should be implemented.

The assessment practices of the HEI were also discussed by several of the participants. Several participants were not confident that modern-day assessments actually accommodate multiple languages. This same sentiment was echoed by Madiba (2024) and Makalela (2022), who argued that assessment policies often neglect to recognise students’ multilingual competencies and favour English. Without institutional support, students may hesitate to fully engage in translanguaging practices. A review of lesson plans and teaching resources indicated to the researchers that although many modules had glossaries and some modules allowed students to informally alternate the languages spoken, there were no official mechanisms supporting this approach at the policy level. The same applied to the formal assessments. The assessment rubrics and examinations predominantly required responses in English. There was no evidence of assessment strategies that allowed students to answer in their chosen language, indicating that translanguaging was not formally accommodated within evaluation frameworks.

It became clear to the researchers that HEIs should ensure that the resources used for teaching and learning facilitate effective translanguaging practices. The participants of this study emphasised that providing workshops and training for both students and lecturers would ensure that translanguaging is used effectively in classrooms. The findings of a study undertaken by Mungala (2024) affirmed this view that formal training was needed to integrate translanguaging strategies effectively. Related to the discussion of the importance of resources, the participants suggested that it was important that multilingual course material was available for teaching and learning to support their diverse linguistic needs, which is not always the case. This corresponds with the work of Mungala (2024), who advocates for creating multilingual educational resources to ensure inclusivity in HEIs. The document analysis supported these findings, as the researchers noted that the course materials and additional resources were predominantly in English, limiting students’ ability to engage with content in their home languages.

The findings of this research reveal that students perceive translanguaging as a decolonial strategy that challenges the dominance of English and Afrikaans in South African HEIs. Participants indicated that the use of indigenous languages alongside English was essential for affirming their linguistic identities and supporting the development of inclusive learning environments. This highlights the transformative potential of translanguaging, extending beyond cognitive and pedagogical benefits, and positioning it as a tool for linguistic justice and decolonisation. These student perceptions align with the findings of Madiba (2024) and Bhatt et al. (2022), who found that translanguaging in South African higher education positions it as a decolonial practice that challenges entrenched linguistic hierarchies and affirms students’ linguistic identities.

Limitations and Recommendations

Limitations

This study has several limitations that should be acknowledged. First, the research was conducted at a single HEI, and the participants were selected primarily from one faculty (College of Education). This may have limited the generalisability of the findings to other institutions or faculties. Second, the sample size for the focus groups was relatively small. This small sample size may have limited the types of perspectives that the researchers obtained. Third, as with all qualitative research, the findings are influenced by participants’ self-reported perceptions and experiences. It is possible that individual biases or interpretations may shape these. Finally, data collection and thematic analysis relied on the researchers’ interpretation, which, despite careful reflexivity and validation procedures, may introduce subjectivity. Despite these limitations, the study provides valuable insights into students’ perceptions of translanguaging in multilingual higher education contexts and offers a foundation for further research.

Recommendations

Based on the identified limitations, several recommendations can be made to strengthen future research, enhance pedagogical practices, and inform institutional and policy developments regarding translanguaging in higher education. Future studies should include multiple HEIs to provide a more comprehensive understanding of translanguaging practices across diverse learning environments. Expanding the sample to include students from different faculties beyond the College of Education would offer a broader perspective on the applicability of translanguaging in various academic disciplines. A mixed-methods approach incorporating large-scale surveys or experimental studies should be considered to complement qualitative insights and provide statistically significant data on translanguaging’s impact on student learning.

A study should be conducted investigating the views of policymakers and institutional leaders, and their views on revising language-in-education policies to formally recognise and support translanguaging as a pedagogical tool in multilingual higher education settings. An investigation into multilingual learning resources beyond online glossaries and including translanguaging-friendly assessments and interactive digital tools that facilitate learning in multiple languages should be undertaken. By implementing these recommendations, future research and institutional strategies can better support the needs of multilingual students and enhance access to knowledge in higher education.

Conclusion

This study explored students’ perceptions and experiences of translanguaging in South African higher education. The findings highlight that, according to the students’ views, the use of translanguaging can ensure greater inclusivity, enhance comprehension, and encourage student engagement with the course content, potentially supporting academic success. Students reported that translanguaging enables them to draw on their entire linguistic repertoire, which contributes to a sense of belonging in multilingual educational environments. While the study reported these perceived benefits, it also identified challenges noted by the students. Some of the challenges included institutional barriers and the need for structured support to ensure that translanguaging practices are implemented effectively. The study further highlights that, in the South African HE context, translanguaging can assist in addressing historical and structural inequalities, but also, importantly, the ongoing cognitive and participatory challenges that students encounter when engaged in their academic courses are presented in dominant colonial languages.

This study contributes to closing the gap in the existing literature on students’ perceptions of translanguaging in South African higher education. This study focused on South Africa, as such studies in this context have been limited. From the literature review and the data collected, the researchers were able to investigate students’ experiences, challenges, and benefits associated with translanguaging. The conclusions addressed were that there is a need for more inclusive and linguistically responsive teaching and learning approaches, and HEIs should provide adequate and effective support.