From Policy to Practice: Empowering African Languages in South African Higher Education
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| Title: | From Policy to Practice: Empowering African Languages in South African Higher Education |
|---|---|
| Language: | English |
| Authors: | Naledi Maponopono |
| Source: | Journal of International Students. 2026 16(8):181-194. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, African Languages, Language Role, Language Minorities, Multilingualism, Higher Education, Language of Instruction, Educational Policy, Foreign Students, English (Second Language) |
| Geographic Terms: | South Africa (Cape Town) |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study examines the role of African languages in South African higher education, highlighting the intersection of language policy, identity, and equity. Despite progressive language policies promoting multilingualism, English remains the dominant medium of instruction, creating barriers for both local and international students. Using Ruiz's (1984) Language Orientations Framework and Barkenbus's Four-Stage Policy Model, this study investigates the policy practice gap in the implementation of African languages at the University of Cape Town (UCT). The findings reveal institutional, pedagogical, and ideological barriers hindering effective multilingual education. The paper argues that the marginalization of African languages contributes to epistemic injustice and proposes strategies to enhance linguistic inclusivity, including translanguaging pedagogies, policy enforcement mechanisms, and the development of African language instructional resources. The study contributes to intersectional language studies by exploring how linguistic hierarchies shape access and identity in higher education for both local and international students. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1513466 |
| Database: | ERIC |
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