Stakeholder Perspectives on the Integration of African Languages in Higher Education Learning: A South African Case Study

Wanga Gambushe

doi:10.17533/udea.ikala.356130

Authors

Wanga Gambushe University of Cape Town https://orcid.org/0000-0002-1627-081X

DOI:

https://doi.org/10.17533/udea.ikala.356130

Keywords:

African languages, higher education, multilingualism, mother tongue, language policy

Abstract

Since the dawn of democracy in South Africa (1994), higher education has ex- perienced substantial demographic changes. Despite South Africa’s status as a multilingual country with linguistic diversity recognised by the Constitution, higher education institutions inadequately represent this multilingualism. This gap has been identified as a contributing factor to the underperformance of students who speak Indigenous African languages in higher education. Con- sequently, various policies have been implemented to amplify the presence of African languages in higher education. Employing a case study design, this research aimed to delve into the perspectives of diverse stakeholders in a Cell Bi- ology module at a South African university regarding the use of African languages to support learning in higher education. Students, lecturers, and practical demon- strators were asked about their thoughts on the use of African languages to assist African language-speaking students. Findings revealed a divide in opinion, with students overwhelmingly in favour, lecturers expressing conflicting views, and demonstrators who spoke African languages generally supportive, while others had reservations. In the end, the central question posed is: Whose opinion holds more significance, that of the students or their lecturers?

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Author Biography

Wanga Gambushe, University of Cape Town

Lecturer, University of Cape Town, South Africa

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