Based on the study, the researcher would like to make a number of recommendations.
The first recommendation is directed to the University of Limpopo. The second and last recommendation relates to future studies by other researchers.
5.4.1 Recommendations to the University of Limpopo
There are a number of recommendations that can be made to the University of Limpopo. Firstly, the University of Limpopo must come up with an implementation plan for its language policy. The implementation plan has to state the year by which (time limit) everything in the language policy should be implemented. The plan would be a motivation for the university to be hands on and more proactive in the implementation of its policy. Secondly, the university needs to construct a monitoring plan to monitor the implementation process; to make sure that the language policy is actually implemented.
Thirdly, the university, through its language policy, should make Sepedi, Tshivenda and Xitsonga compulsory as language modules to all foundation phase and first level students. One student should be able to register all three languages at those two levels. However, from second year, one should be able to register at least one African language other than their mother tongue. For example, Sepedi-speaking students
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should choose between Xitsonga and Tshivenda; Xitsonga speakers should choose to do either Sepedi or Tshivenda. Similarly, those who speak Tshivenda should opt for either Sepedi or Xitsonga. This will be helpful in order to promote multilingualism.
Moreover, each of those three languages should have a module that is taught in those languages. Subsequently, language modules such as CEMS in the School of Languages and Communications Studies should be lectured in all three African languages as it is a multilingual module. In most Afrikaans schools and institutions, they teach their subjects and modules in Afrikaans. For example, in the past, the University of Pretoria (UP) used English and Afrikaans in teaching and learning, and Sepedi in publications alongside English and Afrikaans. Unfortunately, Afrikaans is phased out as a language of teaching and learning at UP as of this year, and UP is going unilingual. Thus, if the University of Limpopo utilises its own languages the same way as UP used to use theirs, the African languages at UL would experience equality.
Fourthly, communications and publications of the University of Limpopo should be in the four selected official languages. Sepedi, Xitsonga and Tshivenda should also be used in both formal and informal meetings, and announcements. Henceforth, the university must get interpreters to help with the interpreting of these meetings. In formal meetings, they can use simultaneous interpreting if they have the proper equipment or they can try consecutive interpreting. Consecutive interpreting can also be used in mass and other informal meetings.
Sepedi, Xitsonga and Tshivenda should also be used in all publications such as flyers, notices, university forms, school calendars, university magazines and minutes of meetings. By magazines, the researcher is referring to those that are published within the university, about the university, by the university, for the university and other organisations within the university. These include Keyaka, The Dawn, and UL Witness.
Hereafter, the university must get translators to help with the translation of these documents.
While translating the existing documents, the university could also help by training and getting more interpreters and translators to help students and lecturers where
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translation and interpreting is needed. It can be in class when students have questions or answers and fail to put them in English, or during consultations in the offices. This can happen, it is just a matter of time. One informant (E1) mentioned that students struggle to participate in class because of the language barriers; they know what they want to say in their mother tongue, but they cannot say it in the language of instruction, English. Therefore, the students end up not participating to avoid embarrassment.
However, in the meantime, the university needs to make sure that their academic and support staff learn multiple languages to accommodate their students. This can minimise the need of interpreters completely because the staff will be knowledgeable.
This is a serious need in the University of Limpopo as the university is a very diverse community.
Fifthly, the university should display information on notice boards, signposts and building markings on and around campus in the four chosen languages and remove the old ones in just English and Afrikaans. These include the floor levels as they are still numbered or named only in English and Afrikaans on some of the buildings on campus. For example, the levels at M Block are as follows: Dept. of Geography/Dept.
Geografie, Dept. of Psychology/Dept. Sielkunde, and so on. The ones at K Block are numbered as follows: first floor/eerste vloer, second floor/tweede vloer, third floor/derde vloer. However, they should be as follows:
English: First floor, second floor, third floor
Sepedi: Lebato la mathomo, lebato la bobedi, lebato laboraro Tshivenda: Luṱa lwa uthoma, Luṱa lwa vhuvhilu, Luṱa lwa vhuraru Xitsonga: Xithezi xo sungula, xithezi xa vumbiri, xithezi xa vunharhu
Reading notice boards or signage in these four languages will bring out interest in some of the students and staff to learn more about these languages. The university can work with the local communities that speak the languages of the university in formulating terminologies and study materials for the relevant modules. They should not only focus on the top-down approach but the bottom-up approach as well. That is, they should listen to the communities, or the population that they serve.
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Lastly, the university needs to work with the Centre for Academic Excellence (CAE) to come up with ideas on how to intellectualise African languages as the CAE also deals with teaching and learning in order to achieve academic excellence. They will assist with the promotion and use of the African languages at the university and nearby communities.
5.4.2 Future studies by other researchers
Researchers should learn from scholars such as Sibayan (1999, cited in Alexander 2007) and Alexander (2007) as they have been passionate about intellectualising African languages. Moreover, researchers need to consider the fact that a lot has been said regarding the intellectualisation of African languages. Therefore, academics need to start making this a reality. They should promote the use of African languages until they are given the respect they deserve and are used respectively in higher education.
Other researchers can also:
Use this study to do more research to fill the gaps left by the study regarding the promotion, development and/or intellectualisation of African languages in academia.
Encourage the higher institutions of learning to consider promoting and using African languages as much as they use English.
Help in creating content for African languages. However, for now, they need to translate the available study materials or content.
Come up with more strategies on how higher institutions of learning can implement their language policies and intellectualise African languages.