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It is noted that English is the most preferred language in South African education and it has been used for a long time. The University of Limpopo is located in a community where Sesotho sa Leboa is predominantly used, although diverse cultures also form part of the community. It is also the case with English in the University of Limpopo:
English is dominantly used in academia, whereas African languages which form part of the university community are taught only to speakers of those languages.
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The informant thinks that there are not enough discussions on the use of African languages in the university. Therefore, the use of African languages in the university should be one of the most important topics during public lectures in order to come up with implementation strategies. The university authorities could also involve students in public lectures and other discussions to hear their views about the use of African languages at the university. It goes without saying that students can make meaningful contributions in terms of coming up with strategies for implementation with respect to the use of African languages at the institution.
But it appears that the university shows no interest in implementing their own policy with respect to the use of Sesotho sa Leboa (Sepedi), Xitsonga and Tshivenda in academia. A professor in the Faculty of Management and Law felt passionately about this, and made the following argument:
They are not interested, they are not visionary enough they don’t see a need in it, they just develop the policy for compliance sake...
yes. (Informant A2)
The professor is of the view that the university does not care about the policy or what is in the policy and what to do with it, particularly with regard to the use of African languages as media of instruction. In fact, he believes that the university authorities identify the three African languages as media of instruction just for the sake of compliance with the broader national constitutional imperatives. Related to this point is the argument made by Informant G4:
Because it is also looking at the negative outcomes that can come out of it such as, many students failing to cope, especially that it could cost a lot of students and the university as well. (Informant G4)
Informant G4 argues that negative perceptions associated with the use of African languages in the University of Limpopo have clouded the positive outcome of understanding that African Languages are vital as media of instruction. Kaschula and Maseko (2014:10) attest that the necessity for the intellectualisation of African languages falls directly within the paradigm of implementation. Good ideas relating to
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the use of African languages as media of instruction are distorted by perceptions of the poor development of African languages. Failure of promoting African languages and implementation of the language policy in the university has put pressure on students to keep up with the level of English and undermine their own languages, and less study material available in African languages adds to the negative perceptions.
Ndimande-Hlongwa et al (2010:355) argue that the implementation of the policy should improve, and they emphasize that everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. Informant E3 seems to share this view by stating:
In order to ensure the effective access to, and implementation of this right, the university must consider all reasonable educational alternatives, including single medium institutions, taking into account; equity; practicability; and the need to redress the results of past racially discriminatory law and practice.
According to this informant, African languages should be used as auxiliary media of instruction in disciplines other than languages, with the long-term goal of using them as primary (if not exclusive) media of instruction in certain disciplines, according to the realities of the society concerned. Bamgbose (2004) and Heugh (2006:6) recommend that the development of materials should be prioritised at undergraduate level.
Subsequently, a communicative approach to language teaching has to be adopted, emphasising the use of language for communication purposes.
The implementation of the University of Limpopo language policy poses major challenges, as most courses are in English. This is a major obstacle for the implementation of indigenous languages in education (Gora, 2013:27). English is often viewed as key to opening the doors of opportunities in terms of education and employment. The result is the neglect of African languages. This problem relates to problems around language existing in Zimbabwe also, as Informant E3 points out:
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The problem of the University of Limpopo’s implementation of the policy is similar to that in Zimbabwe, wherein, in Zimbabwe, most schools prefer to use English from the outset to ensure their student’s proficiency in English, which is considered the language of power and economic wellbeing, disregarding the language policy that English must be introduced at Grade Four level.
(Informant E3)
The informant is suggesting that it is not only South Africa that is rushing to the use English as medium of instruction just so their students can be proficient in it. African languages are not afforded the same efforts in other African countries too. As such, even early-grade educators are aware of the eventual transition for school kids; the drive to encourage English as a primary mode of communication often happens sooner than it was meant to, thereby flouting the national language policy. However, language policy implementation should be a concern for all language stakeholders and experts alike. Informant E3 points out this is not often the case as there is a clear lack of concern from several stakeholders:
the absence of strict monitoring of the implementation of language policies in domains like primary, secondary and tertiary education and training; the lack of support for the development of African languages from the private sector; the lack of interest in promoting the use of languages of minority groups which are faced with extinction; and the conundrum multilingual polities face in determining which indigenous languages have to be officialised as national languages and/or ‘standard’ languages… (Informant E3)
It seems as if the state does not follow up on institutions to see if they managed to implement their language policies, if they are experiencing challenges (if so, why), and how can the state help. By doing so, they will also be showing support to the institutions. The University of Limpopo staff, linguists, language practitioners and other concerned entities have to step up the fight for African languages which are the vehicles of African cultural identities, heritages and indigenous knowledge systems. In this fight, the need to respect multilingualism and linguistic diversity, guided by the fact
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that no language is linguistically superior to another, will buttress the power of all concerned entities.