Background and Policy Evolution
South Africa's higher education landscape has long grappled with the legacy of apartheid-era language hierarchies, where English and Afrikaans dominated instruction while indigenous African languages received limited recognition. The post-1994 constitutional framework elevated the status of the country's 11 official languages, including nine indigenous African languages such as isiZulu, isiXhosa, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga and isiNdebele. This shift culminated in the Language Policy Framework for Public Higher Education Institutions, which took effect in 2022 as a review of the earlier 2002 policy. The framework mandates universities to develop and implement multilingual approaches that promote African languages in teaching, research and administration.
The policy emphasises equity, access and transformation, requiring institutions to move beyond symbolic commitments toward practical integration. Government bodies like the Department of Higher Education and Training (DHET) and the Pan South African Language Board (PanSALB) play oversight roles, while Universities South Africa (USAf) facilitates sector-wide dialogue.
Current Implementation Status Across Institutions
Progress varies significantly among the 26 public universities. Recent analyses indicate that 24 institutions, or 92 percent, maintain dedicated African languages departments. However, only 11 universities, representing 42 percent, combine these departments with dedicated language units or centres to support policy execution. One institution lacks both structures entirely.
English remains the primary medium of instruction at most universities, with African languages often confined to elective subjects or limited translation initiatives. Funding disbursements under the new framework began in 2024, with allocations phased over three years to support curriculum development, staff training and resource creation.
Funding Mechanisms and Resource Allocation
A dedicated budget of R70.2 million supports implementation from 2024 to 2026. The University of the Western Cape (UWC) coordinates initial efforts, having commenced preparatory work in 2023. Universities submit progress reports, with disbursements tied to deliverables such as glossary development and staff capacity building. This financial commitment addresses longstanding gaps in infrastructure for translating academic materials into African languages.
Case Studies of Institutional Approaches
The University of Cape Town (UCT) launched a revised language policy in 2025 designating isiXhosa, Afrikaans and English as primary languages, alongside development plans for South African Sign Language, Khoekhoegowab and Afrikaaps. UCT has produced an isiXhosa glossary for mechanical engineering, demonstrating practical application in technical fields.
Wits University adopted a policy prioritising English, isiZulu, Sesotho and South African Sign Language. The institution supports African languages through its School of Literature, Language and Media, offering courses and research opportunities.
Other examples include the University of Mpumalanga's recent language policy launch and ongoing work at institutions like the University of KwaZulu-Natal and Stellenbosch University to expand isiZulu and isiXhosa usage.
Challenges and Barriers to Effective Implementation
Despite policy ambitions, execution faces multiple hurdles. Many universities lack robust monitoring and evaluation systems, leading to uneven compliance. Ideological resistance, resource shortages for terminology development and translation, and insufficient staff proficiency in African languages hinder progress. Pedagogical barriers, including the absence of standardised academic registers in indigenous languages, further complicate efforts.
Surveys and scoping reviews highlight that English dominance persists in high-stakes academic functions, limiting student access and success for those whose home languages are African languages.
Stakeholder Perspectives and Impacts
Academics and administrators express support for multilingualism but cite practical constraints. Students from African language backgrounds often report improved engagement when materials are available in their mother tongues, though availability remains sporadic. The policy aims to enhance equity and cultural affirmation, yet gaps in implementation can perpetuate exclusion.
Employers in government and industry increasingly value multilingual competencies, aligning higher education outcomes with national transformation goals.
Solutions and Best Practices Emerging
Successful strategies include targeted funding for glossary projects, staff development programmes and partnerships with language boards. Institutions are encouraged to establish dedicated units, integrate African languages into core curricula and leverage digital tools for resource creation. Collaborative models through USAf and DHET help share expertise across the sector.
Future Outlook and Recommendations
With continued funding and accountability mechanisms, South African universities can accelerate the integration of African languages. Long-term success depends on sustained investment, regular reporting and cultural shifts toward valuing linguistic diversity. The framework positions higher education as a driver of inclusive national development.
Implications for Academics and Job Seekers
Faculty positions increasingly require demonstrated commitment to multilingual pedagogy and African language scholarship. PhD candidates and early-career researchers benefit from opportunities in language planning, terminology development and curriculum innovation. Institutions seek specialists who can bridge policy and practice in this evolving landscape.
