Leketi Makalela – författare

The Routledge Handbook of Translanguaging in the Global South is a groundbreaking exploration of translanguaging as a decolonial, contextually rooted, and transformative language practice. Unlike conventional volumes that center Western frameworks, this handbook foregrounds indigenous knowledge systems, Southern theories, and the socio-cultural realities of the Global South. It challenges colonial language policies and rigid multilingual paradigms by showcasing how translanguaging can be a driver of educational equity, social justice, and linguistic inclusion.Drawing on case studies from regions such as South Africa, Brazil, and other postcolonial contexts, it provides practical applications for educators, policymakers, and researchers.Readers of this book include scholars in linguistics, education, sociology, and decolonial studies; educators and policymakers working in multilingual environments; and students exploring multilingual and cross-cultural education. By offering a blend of theoretical insights and practical tools, this book will benefit readers seeking innovative solutions to address linguistic marginalization. It will equip them with strategies to implement translanguaging as a core pedagogy, promoting epistemic access, cognitive justice, and inclusive development across education systems in the Global South.

The Routledge Handbook of Translanguaging in the Global South is a groundbreaking exploration of translanguaging as a decolonial, contextually rooted, and transformative language practice. Unlike conventional volumes that center Western frameworks, this handbook foregrounds indigenous knowledge systems, Southern theories, and the socio-cultural realities of the Global South. It challenges colonial language policies and rigid multilingual paradigms by showcasing how translanguaging can be a driver of educational equity, social justice, and linguistic inclusion.Drawing on case studies from regions such as South Africa, Brazil, and other postcolonial contexts, it provides practical applications for educators, policymakers, and researchers.Readers of this book include scholars in linguistics, education, sociology, and decolonial studies; educators and policymakers working in multilingual environments; and students exploring multilingual and cross-cultural education. By offering a blend of theoretical insights and practical tools, this book will benefit readers seeking innovative solutions to address linguistic marginalization. It will equip them with strategies to implement translanguaging as a core pedagogy, promoting epistemic access, cognitive justice, and inclusive development across education systems in the Global South.

Dynamic language practices of African multilingual speakers have not been cogently described in a book-length manuscript. This book challenges assumptions that led to South Africa's 11 official languages and makes a case for mutual inter-comprehensibility. Students, teachers, and scholars in sociolinguistics, multilingualism, translanguaging, and teacher education will find this book thought-provoking.

Dynamic language practices of African multilingual speakers have not been cogently described in a book-length manuscript. This book challenges assumptions that led to South Africa's 11 official languages and makes a case for mutual inter-comprehensibility. Students, teachers, and scholars in sociolinguistics, multilingualism, translanguaging, and teacher education will find this book thought-provoking.

This book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language – a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice – both on the African continent and in the diasporas.

This book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language – a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice – both on the African continent and in the diasporas.

This book challenges the view that digital communication in Africa is limited and relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. The book applies the principles of Digital African Multilingualism (DAM) in which there are no rigid boundaries between languages. The book charts a way forward for African languages where greater attention is paid to what speakers do with the languages rather than what the languages look like, and offers several models for language policy and planning based on horizontal and user-based multilingualism. The chapters demonstrate how digital communication is being used to form and sustain communication in many kinds of online groups, including for political activism and creating poetry, and offer a paradigm of language merging online that provides a practical blueprint for the decolonization of African languages through digital platforms.This book is open access under a CC BY NC ND licence.

This book challenges the view that digital communication in Africa is limited and relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. The book applies the principles of Digital African Multilingualism (DAM) in which there are no rigid boundaries between languages. The book charts a way forward for African languages where greater attention is paid to what speakers do with the languages rather than what the languages look like, and offers several models for language policy and planning based on horizontal and user-based multilingualism. The chapters demonstrate how digital communication is being used to form and sustain communication in many kinds of online groups, including for political activism and creating poetry, and offer a paradigm of language merging online that provides a practical blueprint for the decolonization of African languages through digital platforms.This book is open access under a CC BY NC ND licence.

This book examines the intersections between education, identity formation, and language in post-apartheid South Africa with specific attention to higher education.