Keynote
Speakers
Professor Mbulu Madiba
Stellenbosch University, South Africa
Teaching English in Multilingual Contexts: A Translanguaging Approach
This keynote address explores the role of translanguaging in facilitating inclusive teaching and learning of English and its use across various disciplines in multilingual contexts in South African higher education. The presentation challenges the monolingual and monoglossic ideologies which underpin the current teaching of English in multilingual contexts. In most South African universities, English continues to be perceived as the sole vehicle for academic success. This perception, rooted in historical and ideological frameworks, has remained unchallenged even amidst student-led transformation movements. Traditional approaches assume a monoglossic English paradigm, which often excludes multilingual students from meaningful engagement with academic content. This presentation ultimately aims to challenge the entrenched dominance of English in South African higher education and propose translanguaging as a viable alternative for promoting academic literacy in multilingual contexts. This presentation argues that a translanguaging approach offers a more inclusive and effective strategy for supporting teaching and learning in multilingual contexts. Translanguaging enables students to draw on their full linguistic repertoires, promoting deeper learning and academic success. This talk will advocate for the adoption of translanguaging as a pedagogical strategy that aligns with students’ lived multilingual realities and fosters cognitive and cultural growth. Drawing on examples from the Multilingualism Education Project at the University of Cape Town, this keynote will illustrate how translanguaging can be leveraged to enhance students’ English and content learning across disciplines.
Professor Bimali Indrarathne
Kotelawala Defence University, Sri Lanka
Challenges in Teaching and Assessing Learners with Learning Difficulties in the Language Classroom
Learning difficulties, such as dyslexia, can significantly impact language learning. Learners with dyslexia face particular challenges when acquiring a second or additional language. Research indicates that appropriate teaching and assessment strategies can improve language learning outcomes. However, several challenges exist when teaching students with learning difficulties such as dyslexia. One primary challenge is identification. Tools for identifying learning difficulties may be unavailable or inappropriate in many contexts. Furthermore, teachers and parents may lack sufficient awareness of learning difficulties, resulting in delays or missed opportunities for proper diagnosis. Another challenge is the use of effective teaching techniques. Teachers may not be well-versed in or have enough practice with strategies tailored for learners with dyslexia. Additionally, factors such as insufficient resources, large class sizes, and a lack of materials can hinder the implementation of inclusive language teaching methods. Assessment is another area where challenges arise. Teachers’ lack of awareness of learning difficulties can significantly affect how students are evaluated at the school level. Moreover, learners with learning difficulties may require accommodations, such as extra time during examinations, but such practices may not be available at regional or national levels. Beyond these challenges, other barriers must be addressed when teaching students with learning difficulties. For example, research highlights the social stigma associated with learning difficulties, which can lead to social pressure on learners and their families. The absence of national education policies that acknowledge the barriers these learners face and “one-size-fits-all” practices at the institutional level further complicates matters. This plenary talk will explore these issues in detail and propose possible solutions to overcome these challenges.
Dr Eric Ekembe
Higher Teacher Training College, Yaounde, Cameroon
Conolingual Education, Neoliberalism, and Inclusivity in a Pluriversal Universe: Exploring the Chemistry of Knowledge
Calls for high-quality, inclusive education date back to the 1960s. Yet, the persistence of discrimination in education today underscores the enduring nature of this critical issue. In response, research on barriers to quality education has grown exponentially over the last five years. Northern normativity in education, particularly within English language education, has been increasingly associated with social injustice, inequality, and what has recently been termed epistemicide. Addressing how to recover what has been erased by modern English language education and reposition marginalised ways of knowing within neoliberal economies requires a deeper exploration of the link between conolingual education, neoliberalism, and inclusivity. I conceptualise this link as the chemistry of knowledge generation. Drawing on existing research, this plenary talk provides critical insights into the composition of this relationship. I analyse the interplay between English language education policies and the knowledge economy across diverse contexts, interrogating the role of the international in knowledge generation and dissemination within a growing neoliberal framework. Furthermore, I explore the complex relationship between global citizenship and English language education to illustrate the epistemic violence and social injustices that arise as byproducts of these dynamics. In response, I highlight knowledge practices and local initiatives with the potential to undo these injustices and dismantle the hierarchies perpetuated by English language education. I propose strategies for fostering a horizontal orientation to the knowledge economy that could mitigate the excesses of neoliberalism and establish a more inclusive society. Rather than offering definitive solutions, I conclude by theorising the paradox of the English language education industry and neoliberalism. This invites the audience to reflect on what inclusive education might practically entail within their contexts.