Despite South Africa's progressive Constitution recognizing 12 official languages, multilingualism in higher education remains more aspirational than actual – English still strongly dominates lecture halls, assessments and institutional life.
Dr Naledi Maponopono, board member of the Pan South African Language Board, graduated from her PhD last week, which focused on this disconnect, using the University of Cape Town (UCT) as a case study. His research raises questions about how language policies are enforced – and why they often fall short.
“At the policy level, South Africa affirms linguistic diversity, but this promise is not consistently reflected in university teaching, assessment or administration,” said Naledi, senior academic developer of language and academic literacy at Nelson Mandela University. “There is a strong discourse of change and inclusion, but this is often at odds with monolingual educational practices.”
His work is rooted in a broader concern with epistemological justice – the idea that the knowledge of someone whose language is academically recognized matters. Naledi has long been interested in how language mediates power, belonging, and student success.
Language is a problem, not a resource
Based on Richard Ruiz's influential framework, which views language as a problem, a right, or a resource, their study reveals a troubling trend. “The major trend in higher education is that language continues to be a problem, especially with regard to African language speakers,” he said. “Language difference is often seen as a deficiency that needs to be corrected and not a resource that can enrich teaching and learning.”
“There is also uncertainty about how to implement multilingual practices in concrete ways within lectures, tutorials and assessment.”
This framing has real consequences. Although universities may formally support multilingualism, implementation is uneven and often superficial. Naledi said staff generally support the multilingual approach but face significant barriers.
“Time pressures, curriculum demands and assessment systems privilege English,” he said. “There is also uncertainty about how to implement multilingual practices in concrete ways within lectures, tutorials and assessment.”
For students, the impact is deeply personal. People who speak African languages as their first language often feel a disconnect between their linguistic identity and the expectations of academic culture. This can affect not only understanding, but also confidence and sense of belonging.
Complicating the issue are the structural barriers that continue to privilege English as a language of academic legitimacy and global mobility. “There is limited investment in African language development – in staffing, curriculum design and research capacity,” he said. “There are also persistent perceptions that African languages are not suitable for complex academic work.”
She argues that these assumptions are rooted in historical inequalities shaped by colonial and apartheid legacies – and continue to reinforce deep epistemological hierarchies that marginalize Indigenous knowledge systems.
reconsideration of implementation
Yet his research doesn't just fix the problem; It also points to practical solutions. A key recommendation is the development of strong monitoring and evaluation systems to ensure that language policies are translated into meaningful action.
“An effective system would focus on actual practices rather than symbolic policy statements,” he said. “This could include regular reviews of teaching and assessment practices with clear indicators linked to multilingual goals.”
The important thing is that such systems should not be punitive but enabling. “They should provide training, resources and recognition to employees who use and maintain a multilingual approach,” he said.
Looking ahead, Naledi envisions a higher education landscape in which African languages are fully integrated into all aspects of university life – not as optional add-ons, but as legitimate languages of teaching, learning, research and administration.
“A truly equitable framework would be responsive to local linguistic contexts and supported by adequate funding and institutional commitment,” he said. “Achieving this requires political will, long-term planning and collaboration between universities, government and language bodies.”
Central to this vision is the active involvement of students and staff in shaping language practices – ensuring that policies are based on lived realities rather than imposed from above.
Ultimately, Naledi argues, language policy is not a peripheral concern, but a core issue in the transformation of higher education.
“Multilingualism is deeply linked to questions of access, belonging and knowledge justice,” he said. “If South African universities are serious about transformation and decolonization, language must be addressed as a central institutional issue.”