In the era of globalisation and multiculturalism, fostering tolerance and recognition of other people’s cultures in English Second Language classrooms is crucial for creating inclusive and harmonious learning environments. The objective of this inquiry was to explore how a translingual approach in ESL learning can embrace linguistic diversity and promote cultural understanding. This enquiry was grounded on the Intercultural Competence Theory, which involves developing the skills, knowledge, and attitudes necessary to interact effectively and appropriately with people from different cultures. A qualitative approach and an interpretive paradigm were used. A case study design, which allowed the researcher to focus on a specific group, was adopted. Semi-structured interviews and observations, which were thematically analysed, were used to collect data from 12 purposely selected English Second Language lecturers in a Higher Education Institution. Outcomes of this inquiry indicated that the incorporation of content from the learners’ cultural backgrounds promotes a sense of identity among learners. However, in schools, there is still reluctance to use a multilingual approach; focus is still on the use of a monolingual approach, which favours Western domination. The author recommends the inclusion of cultural activities in schools, in which learners actively participate, by drawing from their diverse cultures. Also, teachers should use texts that draw from their learners’ diverse cultural backgrounds. This enquiry further recommends a language policy that allows the inclusion of indigenous knowledge systems by incorporating culturally relevant content.
Nomasomi Hilda Matiso (Thu,) studied this question.