Considering curriculum change: The case for Portuguese as an additional language in South African higher education

Abstract

In this paper, we reflect on current discussions regarding curriculum change in South African higher education, focusing on the specific field of teaching and learning Portuguese as an additional language (PAL) in the country. Given the reality of South African multilingualism, we consider the possibility of a translanguaging pedagogy in the field of PAL. We argue that greater awareness of the full potential of multilingualism is advantageous for a more reciprocal teaching and learning process in relation to PAL. We argue that materials for upper level courses in Portuguese culture and literature in South Africa would provide postcolonial approaches and interpretations that could lead to a pedagogy of translanguaging. As an illustration, we analyse the poetry of Mozambican poet Noémia de Sousa since her ouevre reflects on colonisation, racism, slavery, black diaspora consciousness, and migration in Southern Africa from a woman's perspective. Additionally, her use of the Portuguese language provides opportunities for languages (including local) to co-exist.