In South Africa, despite the official recognition of 12 languages (including South African Sign Language – SASL) the education system continues to favor English, sidelining indigenous languages. This linguistic hierarchy presents a challenge for multilingual students who must navigate a system that doesn't fully acknowledge their diverse linguistic identities and capabilities. This paper explores the language practices of learners in a Johannesburg school to understand how they utilize their linguistic resources in and out of the classroom. Specifically, it aimed to identify the range of languages used by these learners and highlight their perspectives on the role of language in the school’s curriculum planning and implementation. Adopting an ethnographic case study approach, the study involved observations and semi-structured interviews with six purposefully selected participants. Observations focused on language use during lessons, while interviews explored perspectives on multilingualism and its place in education. Findings revealed that the participants possessed a rich linguistic repertoire, with each speaking at least three languages. They demonstrated a complex understanding of language use, adapting their choices to different contexts and audiences. Despite the school's monolingual policy, they employed their full linguistic range, creating translanguaging spaces for free expression and mutual learning support. Participants also expressed a desire for a more inclusive curriculum that recognized and valued their multilingualism. This paper sheds light on the complexities of language practices in multilingual educational settings. It highlightss the need for schools to acknowledge and leverage the linguistic funds of knowledge that multilingual learners bring into the classroom. By creating inclusive learning environments that support translanguaging practices, schools can empower multilingual learners and enhance their academic success.

Keywords: Multilingualism, translanguaging, ubuntu translanguaging, social justice, inclusion.