Abstract:

Many educational contexts, including those in South Africa, are linguistically diverse, primarily due to migration. However, this diversity is not catered for, as evidenced by prevalent monoglossic ideologies. This has resulted in low literacy levels in South Africa, indicating a poor foundation and limiting learners’ ability to excel academically. This study examines the relationship between language, agency, and literacy development in a multilingual buddy reading program implemented in a public primary school in South Africa. The study was situated in a linguistically diverse, socioeconomically under-resourced township. The program created a collaborative, learner-centred literacy environment that values home languages alongside English. In this reading program, learners in Grade 3 (9 years old) and Grade 7 (13 years old) were paired and engaged in literacy activities during weekly after-school sessions. Guided by Third Space theory and sociocultural learning theory, the reading program offered an informal, inclusive environment that differed from the formal classroom. Within this social learning space, learners could take initiative and draw on their full linguistic repertoires. Data was collected through observation, field notes, and reflective documentation. This data revealed that learners assumed roles as readers, mentors, and mentees. These interactions supported literacy development and nurtured agency as learners took charge of their learning. They made reading choices, asked questions, co-created texts, and navigated meaning across languages. Findings suggest informal, multilingual literacy programs play a transformative role in developing learner confidence and promoting language equity in ways often constrained in monolingual, curriculum-driven environments. This study contributes to global conversations around multilingual education, language empowerment, and inclusive pedagogies. It highlights the importance of valuing children’s linguistic resources in literacy development, particularly in contexts marked by linguistic diversity and educational inequality. This initiative demonstrates how low-cost, community-responsive approaches expand access to meaningful literacy experiences and nurture a sense of belonging and agency among young learners.

Keywords:

Multilingualism, After-school programs, Bilingual education, Buddy- Reading Club, Third space theory, South African education.