There are several challenges concerning the use of African languages as media of instruction at the University of Limpopo. The first challenge is that African languages are not used enough in research and publication as well as in teaching and learning.
Most informants agreed on the above statement. Below is an example:
Well the challenge is just that we don’t use them; there is no rule or room that allows us to use them. Because even if you go to class now, you get in class and then use Sepedi the class will complain… “we don’t understand you”. Even though they understand, but they will say “we don’t understand you”. So, I think the challenge is that which language are we going to use when you get to class? Are you going to use Xitsonga, Tshivenda or Swati because we are a variety bunch? At the University of Limpopo there is just a lot of variety in terms of language.
(Informant E1)
Looking at the response given, at first the informant opines that African languages are not used enough, and secondly, the problem is that we do not know which language to use besides English as the university is a multicultural community with a variety of languages. Again, students may complain that they do not understand a thing in class with regards to the language(s) used. In support of the previous informant, another informant argues as follows:
The challenge is the multicultural society that we live in, when we go to one class, we don’t have one group of people we’ve got Vendas, Shangaans and others and their background is not uniform so is a bit of a challenge hence English becomes handy.
(Informant A2)
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The biggest challenge seems to be different cultures and languages. Thus, English is seen as a convenient language. Upon being probed to expand on this view, one of the informants argues that some people are monolingual (Informant C4). This means that they might know only their own languages, that is, in addition to English. But it is important for people to learn other African languages besides their own and English.
Thus, the university should also find a way to promote multilingualism. The university has selected three local languages as languages of teaching and learning in its policy.
Therefore, these languages can be used alongside English.
Secondly, the data suggest that students and staff will not be able to understand each other if Sepedi, Xitsonga and Tshivenda become languages of learning and teaching;
this includes international students and staff (Informant F5). The informant means that they will have a major problem in the form of misunderstandings in the classroom. In addition, some of the people who do not speak the university’s chosen languages will be left out as their home languages would not be catered for (Informant E1). The informant is bringing up this issue because some of the students and lecturers are not speakers of the chosen languages; therefore, they will be unfamiliar with these languages. However, there could be less confusion if both students and staff learn those languages in first year or come to the university with knowledge of those languages. They can introduce the languages as subjects first and then adapt them into modules. The institution could also get interpreters to help with the language barrier by interpreting between students and lecturers.
The University of Limpopo is the right place to teach students African languages. This is because the university has degrees that require students to do practicals, usually done in and around Limpopo Province where Sepedi, Xitsonga and Tshivenda are spoken and dominate. However, it is thought that African languages will not work in the work environment because the language of communication is usually English. This is despite the fact that they are used every day by nurses, medical practitioners, psychologists, social workers, and teachers when they want to clarify issues. African languages should therefore be given a chance develop.
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The third challenge is that mother tongue education has limitations. One of the popular reasons is that African languages will not get you abroad: you will not go to Europe or America speaking any of the African languages. One of the supporters of this line of thinking argues:
Yes, the challenge is like you will be very limited to communicate with people, because it is not everywhere that you will go and they will understand you in your mother tongue or you will be able to express yourself... For example, if you go international or another province you won’t be able to express yourself in English because you are used to your mother tongue. (Informant F5)
Informant F5 believes that learning in an African language will prevent you from learning other languages, especially English. She feels that one will not see or feel the need to learn other languages because they can get educated in their own languages.
In disagreement with the above informant, Mashiya (2010:94-95) argues that teaching a learner through mother tongue has better advantages. Studies show that students who come to school with a solid foundation in their mother tongue develop stronger literacy abilities (Noormohamadi, 2008:26). It is also against the development and the promotion of multilingualism.
Informant F5 is one of those who believe that English is an international language and that African languages will not get anyone anywhere. Similarly, informant A5 argues:
No, African languages can be learned only as languages (subjects) not for them to be used as languages of teaching and learning, I think everything is fine as it is I don’t see any extension of them, I don’t see them transforming. (Informant A5)
The informant is a junior lecturer in the English department; therefore, she teaches English. Perhaps the fact that she is teaching English is the reason she feels strongly that English works fine for everyone, which cannot be true. She does not see any improvement or development of African languages; therefore, they are only suitable
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as subjects. However, scholars such as Mashiya (2010) and Noormohamadi (2008) believe that mother tongue education is the best thing that could happen to students as it helps students to learn better and faster; with English, on the other hand, students have to learn the language and then the content. Learning African languages or learning in African languages can be seen as a motivation to promote multilingualism.
Moreover, learning through mother tongue will keep African languages alive for a long time.