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6 - Linguistic Diversity in Higher Education

Inclusion or Exclusion?

from Part II - Multilingualism and Intellectualisation of African Languages

Published online by Cambridge University Press:  18 September 2020

By
Zakhile Somlata
Edited by
Russell H. Kaschula  and
H. Ekkehard Wolff
Russell H. Kaschula
Affiliation:
Rhodes University, South Africa
H. Ekkehard Wolff
Affiliation:
Universität Leipzig
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Summary

The linguistic diversity in the universities of South Africa is a valuable resource that requires a multilingual approach in all academic domains in recognition of the linguistic repertoires of students for inclusion, education equity, access and success. Historically, English and Afrikaans were the main languages of instruction in higher education during the colonial and apartheid regime. The democratic breakthrough of 1994 brought linguistic relief in South Africa because nine African languages were recognised as official languages. This chapter examines how two universities use language policy for the access and success of the students and to what extent the African languages are integrated as academic languages. The findings show that there is progress in multilingual practices at one university while another one maintains monolingualism. A lot needs to be done to promote multilingualism in the institutions of higher learning.

Keywords

Linguistic diversityAfrican languages as academic languagesmonolingual pedagogytranslanguaging pedagogy
Type
Chapter
Information
The Transformative Power of Language
From Postcolonial to Knowledge Societies in Africa
 , pp. 125 - 152
Publisher: Cambridge University Press
Print publication year: 2020

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