In the province of KwaZulu-Natal in South Africa, isiZulu is a dominant language, yet it is not used as the language of teaching and learning in schools. The linguistic rights of isiZulu-speaking learners continue to be violated as long as schools force them to be assessed in English only. The pedagogical practice based on a monolingual language policy is believed to be a hindrance to good classroom practice and does not promote the ideals of a multilingual and multicultural society as advocated by the Constitution of South Africa. The analysis of written responses provided in open-ended questionnaires indicates that pedagogical translanguaging could ease the academic woes of isiZulu- speaking learners in KwaZulu-Natal. The model advocated is not monoglot bilingual or multilingual education where isiZulu and English are used as separate and independent languages of teaching and learning. Instead, a model is proposed which aims at expanding the existing language repertoires of learners in a form of multilingual pedagogical translanguaging, which is the theory framing the argument raised in this investigation.

在南非的夸祖鲁-纳塔尔省，伊西祖鲁语是占主导地位的语言，但它并未被用作学校的教学语言。只要学校强迫他们仅使用英语进行评估，讲伊祖鲁语的学习者的语言权利就会继续受到侵犯。人们认为，基于单语语言政策的教学实践妨碍了良好的课堂实践，并且没有促进南非宪法所倡导的多语言和多元文化社会的理想。对不限成员名额调查表中书面答复的分析表明，教学语言翻译可以缓解夸祖鲁-纳塔尔省讲伊祖鲁语的学生的学术困境。提倡的模式不是将isiZulu和English用作独立的教学语言的单语种双语或多语言教育。取而代之的是，提出了一种旨在以多语言教学翻译形式扩展学习者现有语言库的模型，该模型是本研究提出的理论的框架。