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All Journal International Journal of Integrated Health Sciences JOLLT Journal of Languages and Language Teaching
Mbirimi-Hungwe, Vimbai
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Health Professions Languange, Linguistic, Communication & Media

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Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies Mbirimi-Hungwe, Vimbai; Matariro-Mutanha, Mariyeni
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11126

Abstract

Translanguaging, a practice that recognises and utilizes  multilingual students’ linguistic repertoires has emerged as a crucial approach in challenging traditional language policies, particularly in the South African educational landscape.Despite its embrace, a colonial stance still persists in teaching practices. Through a critical analysis of teaching materials used in an academic literacy course, this paper explores how translanguaging is currently being used in teaching and learning. Findings reveal a tension in the sense that even though students’ language practices are acknowledged, the materials still maintain a dominant position for English. This highlights the need to move beyond a simplistic view of multilingualism towards a more holistic embrace of translanguaging.Set against this background, this research argues that translanguaging can bridge the abyssal divide created by colonialism. It emphasizes the unifying potential of translanguaging, fostering an educational landscape that celebrates South Africa's rich linguistic diversity and cultural heritage. Ultimately, the study calls upon educators to move beyond the limitations of standardized languages and fully embrace translanguaging as a transformative force for decolonization.At the end, the paper calls for further research.
AI-powered Somatic Cancer Cell Analysis for Early Detection of Metastasis: The 62 principal Cancer Types Buthelezi, Sandile; Seeletse, Solly Matshonisa; Hungwe, Taurai; Mbirimi-Hungwe, Vimbai
International Journal of Integrated Health Sciences Vol 13, No 1 (2025)
Publisher : Faculty of Medicine Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15850/ijihs.v13n1.4061

Abstract

Background: Early detection of metastasis is critical in improving survival outcomes in cancer patients, with artificial intelligence offering advanced tools for predictive analytics.Objective: To emphasize the importance of early metastasis detection in improving cancer patient outcomes, and to highlight that recent advancements in AI-powered somatic cancer cell analysis may enhance early detection and personalize treatment strategies.Methods: This study leveraged a comprehensive survival and artificial intelligence (AI) powered analysis to identify key genomic and clinical factors influencing cancer prognosis, with a focus on early metastatic detection. The AI algorithms explored the possibility of detecting tumors with a high spread risk. The study underscored the critical role of AI-powered analysis in the early detection of metastasis and the personalization of treatment strategies in cancer care.Results: By leveraging advanced AI algorithms, key predictors of cancer prognosis such as fraction genome alteration, primary tumor site, and smoking history, all of which significantly influence metastasis outcomes, were identified. Furthermore, the models demonstrated exceptional predictive accuracy, with XGBoost and Support Vector Machines achieving an accuracy of 0.95.Conclusion: Integrating AI capabilities into clinical workflows holds the promise of significantly enhancing early detection and treatment of metastatic cancer, thereby improving patient outcomes and optimizing therapeutic interventions.
Instructional Design to Promote Translingual Practices in an English First Additional Language Context Zano, Kufakunesu; Mbirimi-Hungwe, Vimbai
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7331

Abstract

Languages are not set, autonomous, bounded entities whose nature cannot be disrupted; they are flexible entities that can be reformed, re-arranged and recreated to fit into new contexts of communication. This study was driven by the need to explore the instructional design used to promote translingual practices in an English first additional language context in the Further Education and Training phase. For this qualitative study, eight (8) English first additional language teachers in the Further Education and Training phase were used as respondents. These teachers were stationed at four (4) high schools in one district of South Africa, meaning two (2) teachers per school were selected. The researchers used telephone interviews to collect data. The results revealed that translanguaging can be used in conjunction with collaborative activities like co-teaching, peer tutoring and group work in the English first additional language classroom.  Besides, all learners have prior knowledge gained from schooling and life experiences and English first additional language teachers can build on those experiences. Also, based on the findings, it is indispensable to take advantage of modern technological facilities like WhatsApp in aiding the task of teaching English first additional language.
Towards the Development of a Multilingual Environment: A Case of a South African University Mbirimi-Hungwe, Vimbai
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8361

Abstract

This paper presents an observational study conducted at one of the South African Universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. While the positive response to the Language Policy of Higher Education (LPHE) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. The primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of Setswana who are learning the language for communicative purposes. The findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. Consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. It advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. In conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. By incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners.
Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies Mbirimi-Hungwe, Vimbai; Matariro-Mutanha, Mariyeni
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11126

Abstract

Translanguaging, a practice that recognises and utilizes  multilingual students’ linguistic repertoires has emerged as a crucial approach in challenging traditional language policies, particularly in the South African educational landscape.Despite its embrace, a colonial stance still persists in teaching practices. Through a critical analysis of teaching materials used in an academic literacy course, this paper explores how translanguaging is currently being used in teaching and learning. Findings reveal a tension in the sense that even though students’ language practices are acknowledged, the materials still maintain a dominant position for English. This highlights the need to move beyond a simplistic view of multilingualism towards a more holistic embrace of translanguaging.Set against this background, this research argues that translanguaging can bridge the abyssal divide created by colonialism. It emphasizes the unifying potential of translanguaging, fostering an educational landscape that celebrates South Africa's rich linguistic diversity and cultural heritage. Ultimately, the study calls upon educators to move beyond the limitations of standardized languages and fully embrace translanguaging as a transformative force for decolonization.At the end, the paper calls for further research.
Co-Authors Buthelezi, Sandile Hungwe, Taurai Matariro-Mutanha, Mariyeni Seeletse, Solly Matshonisa Zano, Kufakunesu