Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education

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Author(s): Oluwatoyin Ajani (Edu-HRight Research Unit, North West University, Potchefstroom, South Africa)
Copyright: 2022
Pages: 21
Source title: Handbook of Research on Teaching in Multicultural and Multilingual Contexts
Source Author(s)/Editor(s): Erasmos Charamba (University of the Witwatersrand, South Africa)
DOI: 10.4018/978-1-6684-5034-5.ch008

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

Various studies assert the dominance of South Africa's HEIs by Eurocentric and Western knowledge. This chapter explores the concept of decolonization in higher education, the role of multilingualism in teaching and learning to disengage from ‘coloniality', multilingualism difficulties in teaching and learning in HEIs, strategies to enhance the integration of multilingualism for maintaining quality teaching and learning. The theory of Vygotsky's social constructivism will be used as an underpinning framework to explore the decolonization of teacher education in pursuit of multicultural language in South Africa's HEIs. Teacher education in higher education faces peculiar challenges in teaching and learning. This necessitates the need for multicultural language in preparing pre-service teachers for diverse realities that exist in South African contexts.

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Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education

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