Adoption of Technology in the Promotion of Translanguaging in African Higher Education
Keywords:
technology adoption; translanguaging; multilingual education; digital tools; indigenous languagesAbstract
This study investigates how Nigerian higher education institutions adopt technology for translanguaging, focusing on the influences of technological, organizational, social, and cultural factors. The researchers anchored the study using translanguaging theory, sociocultural theory of learning, and the technology acceptance model. A quantitative cross-sectional survey design was utilized to collect data from lecturers and students at two institutions in Nigeria. The researchers used Jamovi software to analyze the data and evaluate the reliability, validity, and significance of the hypothesized relationships. The availability of digital tools, the technical proficiency of lecturers and students, institutional support, and training programs significantly enhance the adoption of technology. Collaboration, peer-to-peer communication, and a positive attitude toward multilingualism influence the use of technology. The acceptance of indigenous languages impacts how people use technology for translanguaging. The study concludes that adopting technology can enhance multilingual proficiency, promote linguistic diversity, and improve educational outcomes. This study provides insights to guide policymakers and educators in using digital tools to implement translanguaging practices. These practices will help preserve and promote indigenous languages within the context of technology adoption for multilingual education in Africa.
https://doi.org/10.26803/ijlter.24.12.33
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