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Student Responses to Subtitled and Dubbed Educational Content: Implications for University Translanguaging Practices

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Title: Student Responses to Subtitled and Dubbed Educational Content: Implications for University Translanguaging Practices
Language: English
Authors: Helena C. Kruger-Roux (ORCID 0000-0003-2262-9857), Muhammad Nakhooda (ORCID 0009-0006-6074-1232), Ignatius K. Ticha (ORCID 0009-0005-3437-0477)
Source: Transformation in Higher Education. 2025 10.
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Preferences, Instructional Materials, Captions, Translation, English, Language Dominance, African Languages, Language Minorities, Agricultural Education, Audiovisual Instruction, Instructional Films, Aural Learning, Learning Modalities, Multisensory Learning, Cognitive Style, Language Attitudes
Geographic Terms: South Africa
ISSN: 2415-0991
2519-5638
Abstract: This article examines audiovisual translanguaging as a pedagogical strategy in South African universities, where students navigate tensions between English dominance and the institutional mandate to promote indigenous African languages. Through investigating student experiences with subtitled and dubbed instructional videos in agricultural science programmes, three research questions were added: (1) "students' audiovisual language preferences", (2) "how these preferences reflect linguistic tensions" and (3) "implications for balancing language needs." Our mixed-methods study revealed that while English subtitles are predominantly preferred, students showed greater willingness to engage with indigenous languages aurally than through text. Students strategically pair different languages across modes, often combining indigenous language audio with English subtitles to balance comprehension and comfort. However, difficulties with formal academic terminology in indigenous languages highlight the need for more accessible vocabulary development approaches. The study demonstrates how audiovisual materials create productive student spaces to leverage students' full linguistic repertoires while acknowledging that horizontal translanguaging practices alone may not provide sufficient access to languages of power necessary for academic success. Contribution: We make recommendations for institutional policies that recognise multilingualism as a reality, supporting both fluid multilingual practices and the development of academic registers in indigenous languages.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491738
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Student Responses to Subtitled and Dubbed Educational Content: Implications for University Translanguaging Practices
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Helena+C%2E+Kruger-Roux%22">Helena C. Kruger-Roux</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2262-9857">0000-0003-2262-9857</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Nakhooda%22">Muhammad Nakhooda</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6074-1232">0009-0006-6074-1232</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ignatius+K%2E+Ticha%22">Ignatius K. Ticha</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3437-0477">0009-0005-3437-0477</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Transformation+in+Higher+Education%22"><i>Transformation in Higher Education</i></searchLink>. 2025 10.
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Captions%22">Captions</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+Instruction%22">Audiovisual Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Films%22">Instructional Films</searchLink><br /><searchLink fieldCode="DE" term="%22Aural+Learning%22">Aural Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Multisensory+Learning%22">Multisensory Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2415-0991<br />2519-5638
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  Label: Abstract
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  Data: This article examines audiovisual translanguaging as a pedagogical strategy in South African universities, where students navigate tensions between English dominance and the institutional mandate to promote indigenous African languages. Through investigating student experiences with subtitled and dubbed instructional videos in agricultural science programmes, three research questions were added: (1) "students' audiovisual language preferences", (2) "how these preferences reflect linguistic tensions" and (3) "implications for balancing language needs." Our mixed-methods study revealed that while English subtitles are predominantly preferred, students showed greater willingness to engage with indigenous languages aurally than through text. Students strategically pair different languages across modes, often combining indigenous language audio with English subtitles to balance comprehension and comfort. However, difficulties with formal academic terminology in indigenous languages highlight the need for more accessible vocabulary development approaches. The study demonstrates how audiovisual materials create productive student spaces to leverage students' full linguistic repertoires while acknowledging that horizontal translanguaging practices alone may not provide sufficient access to languages of power necessary for academic success. Contribution: We make recommendations for institutional policies that recognise multilingualism as a reality, supporting both fluid multilingual practices and the development of academic registers in indigenous languages.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1491738
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Captions
        Type: general
      – SubjectFull: Translation
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Language Dominance
        Type: general
      – SubjectFull: African Languages
        Type: general
      – SubjectFull: Language Minorities
        Type: general
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Audiovisual Instruction
        Type: general
      – SubjectFull: Instructional Films
        Type: general
      – SubjectFull: Aural Learning
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Multisensory Learning
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Student Responses to Subtitled and Dubbed Educational Content: Implications for University Translanguaging Practices
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            NameFull: Muhammad Nakhooda
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            NameFull: Ignatius K. Ticha
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              Type: published
              Y: 2025
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              Value: 2415-0991
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              Value: 2519-5638
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