The Constitutional Promise of Linguistic Diversity in South Africa

South Africa's Constitution stands as a beacon of inclusivity, recognizing 11 official languages—Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga—along with South African Sign Language, making 12 in total. This framework emerged from the ashes of apartheid, where language was weaponized to segregate and dominate. Post-1994, the vision was clear: multilingualism would foster unity, equity, and cultural preservation in all spheres, including higher education. Yet, over three decades later, this promise remains largely unfulfilled in universities, where English reigns supreme as the primary medium of instruction, assessment, and administration.

The Department of Higher Education and Training (DHET) introduced the Language Policy Framework for Public Higher Education Institutions in 2020, mandating institutions to promote multilingualism actively. This policy aims to develop all official languages for teaching, learning, and research, addressing historical imbalances. However, implementation has been patchy, with many universities paying lip service to diversity while defaulting to English for practicality and global alignment. This disconnect not only perpetuates exclusion but also undermines epistemic justice—the right for knowledge to be produced and validated in diverse linguistic forms.

Dr. Naledi Maponopono's UCT Study: Spotlight on the Implementation Gap

Recent PhD research by University of Cape Town (UCT) alumna Dr. Naledi Maponopono, completed in 2026, cuts to the heart of this issue. Using UCT as a case study, her work dissects the chasm between aspirational language policies and everyday practice. Drawing on Richard Ruiz's orientations framework—viewing language as a problem, right, or resource—Maponopono reveals how African languages are often treated as deficits needing correction, rather than assets enriching academia.

Her qualitative analysis of UCT's policies and practices uncovers superficial multilingualism: symbolic gestures abound, but substantive change lags. English dominates lectures, exams, and governance, marginalizing the ~80% of South Africans whose home language is an African tongue. Maponopono notes, "At a policy level, South Africa affirms linguistic diversity, but this promise is not consistently reflected in university teaching, assessment, or administration." This study, published in part as "From Policy to Practice: Empowering African Languages in South African Higher Education," urges a shift toward genuine integration.Read the full UCT news feature.

Key Findings: Superficial Policies and Persistent English Dominance

Maponopono's findings paint a stark picture. Despite policy endorsements, multilingual practices are tokenistic—confined to welcome signs or occasional events, not core pedagogy. Staff express support but cite barriers like time constraints, rigid curricula, and English-centric assessments. Assumptions persist that African languages lack terminology for complex disciplines, ignoring successful precedents in fields like law and theology.

Across SA universities, English's hegemony stems from colonial legacies and its status as a global lingua franca. This creates a hierarchy where knowledge in African languages is devalued, leading to epistemic violence. For instance, first-language isiZulu speakers at urban campuses struggle with nuanced English lectures, eroding confidence and comprehension. The study highlights ideological resistance: transformation rhetoric clashes with monolingual reality, as noted by Maponopono: "Language difference is frequently framed as a deficit that needs to be corrected rather than a resource."

UCT as a Case Study: Progress Amid Persistent Challenges

UCT exemplifies the tension. Its revised 2025 language policy elevates English, isiXhosa, and Afrikaans, launching initiatives like an isiXhosa glossary for mechanical engineering and a multilingual economics app covering all 11 official languages. The Masithethe isiXhosa course builds conversational skills for staff and students, fostering inclusion.

Yet, implementation falters. Lecturers report uncertainty in blending languages during tutorials, fearing assessment inconsistencies. Administrative forms remain English-only, alienating non-proficient users. Maponopono observes limited investment in staffing and training, with African language development under-resourced. UCT's efforts signal potential, but scaling requires systemic commitment.Explore Maponopono's paper on policy-practice gaps.

Multilingual Initiatives Across South African Universities

Beyond UCT, peers innovate variably. Wits University promotes translanguaging—fluid language switching—to integrate home tongues in discussions, alongside conversational competence programs. The University of Johannesburg (UJ) experiments with hybrid lectures incorporating isiZulu and Sesotho. UKZN advances Zulu-medium modules in education and health sciences.

UFS champions Sesotho, Afrikaans, and English, with career-specific isiXhosa courses at Stellenbosch University emphasizing a "multilingual mindset." These include short isiXhosa communication modules. Pan-South African Language Board collaborations develop terminologies, yet uneven adoption persists—rural campuses lag urban ones due to resource disparities.

Photo by Marija Zaric on Unsplash

The Devastating Impact: Language Barriers Fueling Dropout Crisis

Language gaps exact a heavy toll. First-year dropout rates in SA universities hover at 50-60%, with inadequate English proficiency cited as a prime culprit—especially for rural, first-generation students from African language backgrounds. A 20-30% comprehension gap in lectures correlates with failure rates doubling for non-native speakers.

This exclusion compounds socioeconomic divides: black students, 80% African language first-speakers, face alienation, eroding belonging and throughput (only 15-20% graduate on time). Epistemic injustice silences indigenous perspectives, stunting decolonization. Maponopono warns: "Multilingualism is deeply linked to questions of access, belonging, and knowledge justice."

Translanguaging: A Powerful Pedagogical Solution

Translanguaging—leveraging students' full linguistic repertoires—offers hope. At SA universities, it aids sense-making: isiZulu explanations clarify English concepts in physics or economics. Benefits include boosted comprehension (up to 25% gains in studies), cultural relevance, and equity.

UFS and Wits pilots show improved participation; UCT's writing centre integrates it for academic literacy. Challenges: policy inertia, lecturer training deficits, standardized English assessments. Yet, DHET's framework endorses it, positioning translanguaging as key to authentic multilingualism.

Overcoming Hurdles: Resources, Training, and Mindset Shifts

Barriers abound: underfunded terminology projects, staff monolingualism (few proficient in multiple official languages), and English's economic pull. Resistance views multilingualism as divisive or impractical for research output.

Solutions demand investment: DHET funding for language units, mandatory training (e.g., UCT's model), monitoring via audits. Universities must incentivize multilingual outputs in promotions. Collaboration with PanSALB accelerates glossaries for STEM fields.

Stakeholder Perspectives: Voices from Students, Lecturers, and Policymakers

Students report frustration: "English-only lectures make me feel invisible," says a UKZN isiZulu speaker. Lecturers acknowledge benefits but cite workloads: "Translanguaging enriches, but assessments must adapt." Policymakers like DHET stress equity, yet funding lags (only 5% HE budget for languages).

USAf symposia highlight progress—monolingual websites critiqued—but urge acceleration. Maponopono advocates: "An effective system would focus on actual practices rather than symbolic policy statements."

Charting the Path Forward: Robust Reforms and Monitoring

Maponopono proposes evaluation frameworks tracking multilingual metrics: % lectures using African languages, student feedback, graduation parity. Training, resources, and recognition for innovators are vital. Local adaptation—isiXhosa at UCT, Zulu at UKZN—ensures relevance.

Government must enforce DHET policy via incentives, tying subsidies to implementation. Universities foster political will through cross-institutional consortia.

Photo by Divaris Shirichena on Unsplash

Future Outlook: Toward Equitable, Decolonized Higher Education

By 2030, full multilingual integration could halve language-linked dropouts, boosting GDP via skilled graduates. Global trends favor plurilingualism; SA can lead Africa. Success hinges on viewing languages as resources, investing boldly.

For academics, opportunities abound in language pedagogy research, curriculum design. Platforms like AcademicJobs.com list roles advancing these frontiers.DHET's related policy framework.

Actionable Insights for Stakeholders

• Lecturers: Adopt translanguaging incrementally, starting with explanations.
• Institutions: Audit practices annually, fund training.
• Students: Advocate via unions, use multilingual resources.
• Policymakers: Prioritize budgets, monitor compliance.

This holistic approach promises transformed higher education, where every voice contributes to knowledge creation.