Translanguaging as Transformative Pedagogy of Shakespeare in South African Secondary Schools

Abstract

Despite the historical tendency to use the teaching of Shakespeare to perpetuate British colonial educational objectives, the study of a Shakespeare play remains a prerequisite for obtaining a school-leaving certificate, with English Home Language as a subject, from each of the three largest examination bodies in South Africa. Against this background, I propose the implementation of translanguaging as a transformative pedagogy of Shakespeare in South African secondary schools. This proposal is based on the results of practitioner-based research I conducted with a class of Johannesburg-based, multilingual, Grade 10 learners during the study of Macbeth. My research showed that translanguaging facilitated learners’ comprehension of Macbeth, while simultaneously empowering them to interpret the play from their own linguistic and cultural perspectives. Although the study was limited in participant numbers and duration and needs verification by further research, its results suggest the potential of translanguaging to transform the pedagogy of Shakespeare in South African schools by equipping learners to contribute to global discourses on Shakespeare with authentic and uniquely (South) African interpretations of Shakespeare’s plays.