Multilingualism: A Resource for Meaning-Making and Creating Ontological Access

This article explores first-year Extended Curriculum Programme (ECP) students’ multilingual practices in a university course where students have access to professionally translated technical terminology of the subject field. The study examines whether terminology—embedded dialogic teaching model—can contribute epistemological and ontological disciplinary content, it can knowledge construction discipline by incorporating oral contributions their lived experiences into curriculum content. In order answer research questions, qualitative data were collected transcribing, analysing interpreting on key political science topics. findings confirm that vernacular literacies play an important role providing for at university, authentic transformation decolonisation higher education.