Translanguaging in the Digital Age: Rethinking Language-in-Education Policy in Zimbabwe

The widespread diffusion of digital communication technologies has prompted the creation of new language forms, driven by translanguaging, the fluid and dynamic use of multiple linguistic features to express meaning and negotiate social relationships. This qualitative study explores the use of English online by students in Zimbabwe, and implications for language-in-education policy. Guided by the translanguaging theory, the study utilizes Content Analysis to explore English language use by students on WhatsApp and Instagram, and Document Analysis to examine the existing language-in-education policy documents in Zimbabwe. The findings reveal unique patterns of English language use by students on social media, who construct innovative trans-digital repertoires to meet the demands of digital interactivity, brevity, and precision. The study argues that the current monoglossic language-in-education policy in Zimbabwe, which observes standard English as the sole language of instruction, overlooks the fluidity and diversity of English, perpetuating linguistic exclusion and pedagogical inequalities. Implications include the need to acknowledge English language diversity and accommodate the new varieties of English in the teaching and learning environment. Recommended is the development and implementation of a written language-in-education policy, which recognizes language diversity in the digital age, promoting linguistic equity and inclusivity, to enhance education outcomes in Zimbabwe.