This paper reports on an investigation into the efficacy of a teacher preparation programme that introduced the teaching of African languages to speakers of other African languages in order to produce multi-competent and multi-vocal teachers. A mixed method approach was used to elicit from a pool of 60 (30 experimental; 30 control group) multilingual pre-service teachers the participants' storied reflections and their reading and vocabulary achievement scores. The results of the study show that translanguaging techniques used in the experimental class afforded the participants affective and social advantages as well as a deep understanding of the content. Similarly, a paired t-test has shown a statistically significant differential performance in favour of the experimental group after three months of a translanguaging intervention programme. Using the translanguaging approach, and comparing it to an 'ubuntu' lens of viewing the world from an amorphous and continuous cultural space, I argue for development of a multilingual teaching pedagogy that is premised on this worldview to advance theory and practices of translanguaging as a teachable strategy. Future research possibilities are highlighted and pedagogical implications for multilingual classrooms are considered for adaptations in comparable contexts.

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African multilingualism has always been construed from a monoglossic (i.e.,

This paper re-examines the debate over the emergence of Black South African English (BSAE) as a variety of English that is institutionalized with distinct properties. It focuses on the tense logic in Bantu languages and discourse markers that chiefly account for uniquely BSAE features. Through an in-depth analysis of these linguistic properties, the paper presents fresh angles of reconceptualizing the status of BSAE, which might move the debate to a level that makes sense to the policy-makers and language planners. In the end, I argue for English harmonization in South Africa as a necessary path to empowering the local masses that are otherwise excluded through the orthodox tradition of upholding British Standard English in African classrooms.

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