Languaging in Law: Applying Decolonial and Translingual Scholarship in a Law School’s Writing Centre

Abstract

Although language rights are constitutionally protected in South Africa, this does not translate into language equity in educational contexts. The hegemony of English remains entrenched, negatively affecting many university students’ epistemic access and success. A better approach to language use for learning at university is needed. This conceptual paper explores how a writing centre in one South African law school, guided by principles from decolonial and translingual scholarship, re-imagined its praxis. Several benefits of this re-imagining are identified: Firstly, a decolonial approach and translanguaging in writing consultations can help students to feel more at home in the discipline and the university. Secondly, translanguaging can deepen students’ understanding of key legal concepts and terms. This, in turn, develops confidence in their writing and intellectual capacities. Finally, for some, translanguaging facilitates greater engagement, over time, with the writing centre, and a greater critical language awareness which is essential in the discipline of law.

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