INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
May 26, 2025 1 0

Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines

Oscar Eybers 1 *
1 Unit for Academic Literacy, University of Pretoria, South Africa* Corresponding Author
International Journal of Changes in Education, 2(2), 2025, 96-103, https://doi.org/10.47852/bonviewIJCE32022096
Publication date: May 26, 2025
Full Text (PDF)

ABSTRACT

This study highlights the drawbacks of monolingual instruction in university disciplines and its adverse effects on students’ knowledge acquisition, mental, emotional, and academic well-being. Incorporating Afrofuturism, the research positions translanguaging
as an innovative component to explore the advantages of employing multilingual strategies. The goal is to mitigate limitations posed by monolingual approaches and contribute to safeguarding students’ comprehensive well-being in academic contexts. Methodologically, this study utilizes textual analysis with the researcher as a research instrument. It analyzes how multilingual teaching not only addresses limitations associated with monolingual instruction but also developmentally enhances African students’ well-being. Innovative case studies on translanguaging practices are highlighted, offering multilayered insights into the dynamic interplay of languages and knowledge in disciplines. By introducing Afrofuturist-aligned translanguaging practices, the research illuminates innovative pathways that surpass monolingual limitations, demonstrating the advantages of embracing multilingualism in disciplines. This Afrofuturistinspired method promotes an inclusive understanding of linguistic diversity, nurturing belonging and resilience among students. Recognizing the detrimental effects of monolingual instruction on holistic growth in Africa’s universities, this study champions a transformative transition toward multilingualism.

KEYWORDS

higher education Afrofuturism students well-being translanguaging

CITATION (APA)

Eybers, O. (2025). Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education, 2(2), 96-103. https://doi.org/10.47852/bonviewIJCE32022096
Harvard
Eybers, O. (2025). Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education, 2(2), pp. 96-103. https://doi.org/10.47852/bonviewIJCE32022096
Vancouver
Eybers O. Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education. 2025;2(2):96-103. https://doi.org/10.47852/bonviewIJCE32022096
AMA
Eybers O. Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education. 2025;2(2), 96-103. https://doi.org/10.47852/bonviewIJCE32022096
Chicago
Eybers, Oscar. "Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines". International Journal of Changes in Education 2025 2 no. 2 (2025): 96-103. https://doi.org/10.47852/bonviewIJCE32022096
MLA
Eybers, Oscar "Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines". International Journal of Changes in Education, vol. 2, no. 2, 2025, pp. 96-103. https://doi.org/10.47852/bonviewIJCE32022096

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