HED4807
Assignment 1 2026
Unique number:
Due Date: 30 April 2026
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
The tension between ―Elite Multilingualism‖ and the ―Transformation Approach‖ in
South African classrooms reflects deeper philosophical, historical, and political
contradictions rooted in colonial and apartheid legacies. While multilingualism is
widely promoted in policy, its implementation often reflects Eurocentric assumptions
that prioritise economic utility over epistemic justice and the recognition of
indigenous knowledge systems.
1. Contrasting Philosophical Perspectives
Eurocentric conceptions of multilingualism, often aligned with what is termed ―elite
multilingualism,‖ treat languages as discrete, bounded systems that can be acquired,
measured, and deployed for economic mobility (Heugh, 2015). Within this
framework, proficiency in global languages such as English is prioritised because it
is associated with access to higher education and participation in the global
economy. This reflects the ―logic of the Global North,‖ where monolingual norms
dominate and multilingualism is viewed as an added skill rather than a lived reality
(Makoni & Pennycook, 2007).
In contrast, Afrocentric and Global South perspectives conceptualise language as
fluid, dynamic, and socially embedded. Practices such as translanguaging
demonstrate that multilingual speakers do not compartmentalise languages but draw
on an integrated linguistic repertoire to make meaning (García & Wei, 2014). In the
South African context, this perspective is particularly relevant because the majority of
learners are multilingual, yet they are often taught in English—a minority home
language. This creates a mismatch between learners‘ linguistic realities and
classroom practices, leading to epistemic exclusion and reduced comprehension
(Heugh, 2015).
The inadequacy of Global North frameworks becomes evident when applied
uncritically in South Africa. These frameworks fail to account for historical
inequalities and the sociopolitical significance of African languages. As a result,
multilingualism becomes stratified: elite learners gain additive access to multiple
languages (including English), while the majority experience subtractive
multilingualism, where their home languages are marginalised (Alexander, 2003).
Varsity Cube 2026 +27 81 278 3372
Assignment 1 2026
Unique number:
Due Date: 30 April 2026
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
The tension between ―Elite Multilingualism‖ and the ―Transformation Approach‖ in
South African classrooms reflects deeper philosophical, historical, and political
contradictions rooted in colonial and apartheid legacies. While multilingualism is
widely promoted in policy, its implementation often reflects Eurocentric assumptions
that prioritise economic utility over epistemic justice and the recognition of
indigenous knowledge systems.
1. Contrasting Philosophical Perspectives
Eurocentric conceptions of multilingualism, often aligned with what is termed ―elite
multilingualism,‖ treat languages as discrete, bounded systems that can be acquired,
measured, and deployed for economic mobility (Heugh, 2015). Within this
framework, proficiency in global languages such as English is prioritised because it
is associated with access to higher education and participation in the global
economy. This reflects the ―logic of the Global North,‖ where monolingual norms
dominate and multilingualism is viewed as an added skill rather than a lived reality
(Makoni & Pennycook, 2007).
In contrast, Afrocentric and Global South perspectives conceptualise language as
fluid, dynamic, and socially embedded. Practices such as translanguaging
demonstrate that multilingual speakers do not compartmentalise languages but draw
on an integrated linguistic repertoire to make meaning (García & Wei, 2014). In the
South African context, this perspective is particularly relevant because the majority of
learners are multilingual, yet they are often taught in English—a minority home
language. This creates a mismatch between learners‘ linguistic realities and
classroom practices, leading to epistemic exclusion and reduced comprehension
(Heugh, 2015).
The inadequacy of Global North frameworks becomes evident when applied
uncritically in South Africa. These frameworks fail to account for historical
inequalities and the sociopolitical significance of African languages. As a result,
multilingualism becomes stratified: elite learners gain additive access to multiple
languages (including English), while the majority experience subtractive
multilingualism, where their home languages are marginalised (Alexander, 2003).
Varsity Cube 2026 +27 81 278 3372
