ABSTRACT Increasing international mobility has raised awareness on the fluidity and porous nature of boundaries not only between nation states, but also between named languages. Despite the complexities of overlaps across a wider spectrum of languages and classrooms worldwide, orthodox education programmes still reflect monolingual and epistemic biases, which disproportionately put the majority of the students at an educational disadvantage. In this paper, I explore classroom data from African classrooms on how translanguaging is effective in deepening comprehension and cultivating a high sense of self. Samples of data from a primary school were analyzed to explain the nature and prevalence of translanguaging in South African classrooms. The results of the study show that there is a high prevalence of translanguaging that reflects infinite relations of dependency between various linguistic resources employed in classroom discourses. This multilingual usage is interpreted within the African value system of ubuntu (I x We): I am because you are. I then argue that this cultural competence can be leveraged for successful learning and teaching. In the end, I consider recommendations on how the universals of Ubuntu translanguaging as a regime for multilingual practices becomes transformative in enhancing epistemic access and identity positions of multilingual students.

中文翻译：

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在课堂话语中发现Ubuntu翻译的普遍性

摘要日益增加的国际流动性不仅提高了民族国家之间，而且各命名语言之间边界的流动性和多孔性的认识。尽管全球范围内各种语言和教室的交叠十分复杂，但正统教育计划仍然反映出单语和认知偏见，这使大多数学生处于教育劣势。在本文中，我探索了来自非洲教室的教室数据，了解英语在提高加深理解力和培养自我意识方面的作用。分析了来自一所小学的数据样本，以解释在南非教室中进行翻译的性质和普遍性。研究结果表明，翻译的普遍性很高，反映出课堂话语中使用的各种语言资源之间的依存关系是无限的。这种多语言用法在ubuntu（I x We）的非洲价值体系中得到了解释：我是因为你在。然后，我认为可以将这种文化能力用于成功的学与教。最后，我考虑了有关Ubuntu通用语言作为多语言实践制度的建议，如何在增强多语言学生的认知访问和身份地位方面带来变革。然后，我认为可以将这种文化能力用于成功的学与教。最后，我考虑了有关Ubuntu通用语言作为多语言实践制度的建议，如何在增强多语言学生的认知访问和身份地位方面带来变革。然后，我认为可以将这种文化能力用于成功的学与教。最后，我考虑了有关Ubuntu通用语言作为多语言实践制度的建议，如何在增强多语言学生的认知访问和身份地位方面带来变革。