MULTILINGUALISM AND TRANSLANGUAGING: CASE OF KISANGANI IN DRC

Author: Dr Moses Ngondombo Likume Pengongo

ABSTRACT

This study explores the dynamics of multilingualism and translanguaging in Kisangani, a linguistically diverse city in the northeastern Democratic Republic of Congo. It investigates how languages interact across social, educational, and professional domains, and examines whether these linguistic practices foster integration, development, and unity among the city’s multiethnic population. Kisangani is characterized by the coexistence of national languages—particularly Lingala and Kiswahili—alongside numerous indigenous tongues such as Lokélé, Enya, Bongando, Mbole, Boa, Komo and Tofoe, as well as French and English. Using a qualitative approach involving interviews, observations, and document analysis, the research reveals that translanguaging is a common and strategic practice among residents. It facilitates communication across linguistic boundaries, enhances comprehension in educational settings, and strengthens social cohesion in everyday interactions. While multilingualism is largely perceived as a unifying force, the study also highlights tensions between actual language practices and official monolingual policies, especially in formal institutions. The findings underscore the need for inclusive language policies that reflect the sociolinguistic realities of Kisangani and support the constructive use of linguistic diversity for social transformation.

One of the major effects of language contact is multilingualism, which refers to a linguistic environment where several languages coexist. This coexistence often gives rise to various linguistic phenomena such as borrowing, code-switching, code-mixing, calques, and others. Translanguaging, on the other hand, is a concept that encompasses different dimensions of multilingualism. It describes how bilingual and multilingual individuals draw upon their full linguistic repertoire to make meaning and engage with their environment. It also refers to a pedagogical approach that incorporates the use of multiple languages within the context of classroom instruction.

For data collection, we used interviews and survey questionnaires, which were administered to a convenience sample of 95 participants, including teachers and students from various secondary schools, colleges, and the University of Kisangani. The results, analyzed from a sociolinguistic perspective, reveal that multilingualism and translanguaging in Kisangani are key factors in fostering integration and unity among diverse communities. These practices not only facilitate communication but also enhance the assimilation of course content.

Keywords: multilinguilism, translanguaging, code switching, code mixing, calque

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