From Marginalisation to Belongingness: Language and Well-being for Inclusive Education in South African Schools

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Multicultural/Multiethnic Education: Theory, Research and Practice Virtual Poster Session

Abstract

This study examines how multilingual pedagogy and social-emotional learning foster inclusive education in African schools, revealing linguistic marginalization and psychosocial exclusion in foundation phase education. Guided by postcolonial theory, socio-cultural learning theory, and third space theory, a dual-case qualitative study was conducted in South Africa. It involved semi-structured interviews with primary school teachers in Mamelodi on translanguaging practices and a six-week classroom intervention integrating arts-based social-emotional learning in Grade 3. Data collection included classroom observations, learner artifacts, and teacher reflections, analysed through thematic analysis. Findings reveal enhanced comprehension and confidence when learners’ home languages are validated, while arts-based activities enable emotional expression and cultural identity affirmation. The study proposes a framework of ‘belonging’ integrating linguistic justice and well-being.

Authors

• Margaret Funke Omidire, University of Pretoria

• Shauib Abolakale Muhammed, University of Pretoria