Ivyline Academic Publishers 157 Chapter 9 Designers of Meaning: Hybrid Forms of Representation and Communication in two South African English Language Classrooms Muchativugwa L. Hove Faculty of Human & Social Sciences, North-West University Synopsis This research emerges from ethnographic classroom observation of two student teachers from a university in the North West province deployed on an English Language teaching practice assignment in 2014. It investigates, within the two classrooms, the ways in which both the student teachers and the learners participated in designing and communicating variegated meanings in response to tasks in English language. Initially, a conceptual and theoretical terrain is outlined, following the multi-literacy – multimodal and translingual framework (Canagarajah, 2013; Janks, 2010). This is followed by an exposition of the ethnographic observation followed in this research. Major findings based on the written and oral tasks are presented as they reflect processes of lamination, enregisterment (Argha, 2003) and pluralizing of written texts (Canagarajah, 2013; Appadurai, 2012; Appadurai, 1998). The chapter closes with a discussion of how the participants emerged as designers of multiple meanings and engaged with pluralized and hybrid forms of representing their thought tracks. Such an emerging caesura in designing meanings offers promise to text construction and comprehension where multilingualism should be exploited to consolidate writing practices in South African classrooms. Background Language is fundamentally tied to questions of power. Indeed, there is power in the ability to articulate subjective thought tracks, opinions and feelings (Jenkins, 2011; Canagarajah, 2013). There is also power resident and enacted in the selection of one particular language over another, the selection of one idiom