Multilingualism with English in students’ language choices: online–offline nexus, language repertoires, and normativity in computer-mediated communication
TL;DR
It is recommended that bottom-up, soft power multilingual CMC practices through a South African onto-epistemological shift from monolingual English-only discourses to multilingualism with English and polynomie can draw closer to transformation, equitable multilingualism, and epistemic justice.
Abstract
There is a multilingual turn in South Africa, yet the language repertoires of students in online higher education are not recognized by standards, norms, language policies, and teaching. This article explores language choices and multilingualism in computer-mediated communication (CMC). Using a discourse-centered online ethnography of data from online discussion forum postings belonging to students in higher education, as well as student survey responses, I highlight the intersection between offline and online language use, multilingualism with English, and online learning. By drawing on epistemologies of the South, pluriversality, and polynomie, first, I demonstrate the instantiation of language choices and norms in CMC. Second, I show policy and practice gaps caused by the tenuous relationship between English monolingual normativity and “official” multilingualism discourses. In the findings, students’ online–offline norms are harnessed for various communicative-educational purposes. I recommend that bottom-up, soft power multilingual CMC practices through a South African onto-epistemological shift from monolingual English-only discourses to multilingualism with English and polynomie can draw closer to transformation, equitable multilingualism, and epistemic justice.