Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
20 September 2023 | Story Prof Francis Petersen | Photo Kaleidoscope
VC Prof Petersen
Prof Francis Petersen is Vice-Chancellor and Principal of the University of the Free State.

Opinion article by Prof Francis Petersen, Vice-Chancellor and Principal of the University of the Free State.


In the South African higher education landscape, there has for several years now been a comprehensive and very welcome emphasis on decolonising the curriculum, with tertiary institutions systematically and deliberately including indigenous knowledge systems in their teaching and learning ambits and incorporating views and comments from individuals and communities that have been excluded or marginalised in the past. But what is often overlooked is the necessity to also incorporate local indigenous languages. These should, in fact, form an integral part of the decolonisation process, as they not only promote inclusivity, but also facilitate more effective teaching and learning. Heritage Month is the perfect opportunity for us as institutions of higher learning to take stock, and to critically evaluate what we are doing to introduce and promote multilingualism on our campuses, and to develop the use of indigenous languages in the academic and scientific spheres, says Prof Francis Petersen. 

When it comes to language diversity, South Africa is a global frontrunner. Only Zimbabwe, India, and Bolivia have more official languages. President Cyril Ramaphosa’s recent amendment of the Constitution to introduce Sign Language as South Africa’s twelfth official language emphasises the government’s commitment to cultivating a multilingual society. Section 29 of the South African Constitution stipulates that everyone has the right to receive education in the official language or languages of his/her choice in public educational institutions, where such education is reasonably practicable. Regrettably, the reasonably practicable stipulation is often used as an excuse by many learning institutions to focus on English only, since there is still a widespread lack of learning resources in indigenous African languages. The recent Language Policy Framework for Public Higher Education Institutions states that: “It is apparent that there has been little progress made in exploring and exploiting the potential of African languages in facilitating access and success in higher education institutions.” This serves as an indictment against the entire higher education sector. I believe it is our duty as institutions of higher learning to not only create, develop, and implement indigenous language resources, but to come up with innovative policies and strategies to actively advance multilingualism on our campuses.  

Necessity of a multilingual approach

Language continues to be a barrier to access and success for many students at South African higher education institutions whose proficiency in English simply does not match that of their mother tongue. Research has shown that language proficiency and the pursuit of knowledge are closely intertwined. Ultimately, languages are tools to navigate better understanding. 

There is a renewed emphasis at many institutions of higher learning – including here at the University of the Free State (UFS) – to have research that addresses the needs and challenges experienced in the communities that surround us, as well as in the wider global environment. An essential component of this is how the knowledge we produce are communicated to and taken up by the global scientific community, but also by the ordinary citizens whose lives it aims to impact. The important role that language plays in this cannot be denied.

Against this backdrop, it is essential that African universities re-intellectualise African languages to contribute meaningfully to the knowledge community – using technology and innovation in our efforts to do so. Indigenous languages may be afforded the status of official languages, yet they have clearly not been adequately developed or utilised as academic and scientific languages.

Multilingualism practices promote inclusion

Apart from the fact that multilingualism helps to remove teaching and learning barriers, as well as to facilitate better communication, understanding, and uptake of the knowledge we produce, linguistic variety also serves a very important role in ensuring inclusion and a sense of belonging on our campuses.  This, in turn, works towards generating the social cohesion that we cherish so deeply on our campuses. By implementing multilingualism practices, we embrace diversity in academic and social spaces, foster a positive attitude towards linguistic diversity, and nurture students’ pride in their native languages.

An encouraging example of this is the Philippolis Public Speaking Competition, which the UFS has been hosting for learners from small Southern Free State towns for several years now. Each year the participants are invited to share their thoughts on a heritage-related topic and are encouraged to do so in their mother tongue – which in this area is mainly Sesotho, Afrikaans, Setswana, and isiXhosa. The feedback from schools is that the confidence and pride this initiative has sparked in young mother tongue speakers has led to a renewed interest in and appreciation of their heritage.  

Ways of introducing multilingualism in higher learning pedagogies

But how do we introduce multilingualism at universities when an overwhelming portion of learning material and references are written in English? An important departure point can be to create multilingual academic glossaries, forming the bedrock for further language development. When it comes to developing multilingual strategies, it is furthermore vital that, instead of just implementing a few random initiatives, higher learning institutions have a systematic, integrated approach across faculties, campuses, and knowledge spheres.

At the University of the Free State, our Language Policy expresses the university’s commitment to multilingualism, with particular emphasis on Sesotho, Afrikaans, and isiZulu – the languages spoken by a significant part of the student population. We want to create a language-rich environment, ensuring that language is not a barrier to equity of access, opportunity, and success in academic programmes – or to accessing the UFS administration. A direct outflow of this is the Academy for Multilingualism, which was established with the express purpose of promoting indigenous languages on institutional and social levels through various academic and community-based projects and initiatives. Among the academy’s successful strategies are the production of PhD abstract translations, providing multilingual voice-overs for digital lessons, and training personnel in teaching within multilingual classrooms. 

Introducing innovative translanguaging practices

One of the most promising focus areas is the facilitation of translanguage tutorial sessions in various faculties. Translanguaging is a pedagogical practice where one receives input in one language and gives output through the medium of another language in order to maximise learning and to promote full understanding of the subject matter. It also serves the important function of developing what speakers perceive to be their ‘weaker’ language. In a university context, this would entail that lectures are presented in English, while students get a chance to discuss the subject matter and ask or answer questions in tutorial groups, using another language in which they feel more or equally comfortable. This results in the dynamic and fluid use of multiple languages in teaching, learning, and communication within lecture rooms. 

The value of these practices is not only in expanding cultural horizons and students’ exposure to different languages – it, in fact, also promotes better understanding and knowledge retention. In a monolingual teaching situation, it is for instance very possible for students to answer questions or complete assignments without full understanding, because processing for meaning may not have actually occurred. Sections from textbooks can merely be copied or adapted, without reflecting solid comprehension. This is, however, less prevalent with translanguaging, because reading a topic in one language and then discussing it in another requires the subject matter to be processed and digested first.

Internationalisation and developing indigenous languages 

It is important to note that the development of indigenous languages should never be at the expense of expanding students’ proficiency in English as the language of instruction. English is undoubtedly the primary language of modern international scientific communication, with an estimated 98% of all scientific publications written in this language. For all academic purposes, plus to facilitate effective international collaboration, it remains essential that students are well versed in English. At the UFS, indigenous language initiatives dovetail with programmes that develop English writing and language skills. By creating a truly multilingual environment in this way, we equip students for the demands of diverse working environments – both locally and abroad.  

The importance attached globally to multilingualism is abundantly clear. One of the ways in which this is reflected, is the fact that the United Nations General Assembly has proclaimed the decade from 2022 to 2032 as the International Decade of Indigenous Languages. 

As South African institutions of higher learning, we should latch on to and support this important global drive – and in the process, promote both academic success and inclusivity by implementing innovative multilingual strategies. 

News Archive

Qwaqwa Campus opens: Prof. PA Mbati's speech
2005-01-22

Official welcome speech by Prof. PA Mbati for 2005 first year students held on Saturday 22nd January 2005. Program Director, The Chief Director Operations Rev. Kiepi Jaftha, Dean of Students Dr. Natie Luyt, Program Head of the Faculty of Humanities, Dr. Elias Malete, Program Head of Faculty of Natural and Agricultural Sciences, Prof. Riaan Luyt, Acting Program Head of the Faculty of Economics and Management Sciences Prof. Andries Venter, Deputy Director Student Affairs Mr. Teboho Manchu, Coordinator Finance: Mrs. Elizabeth Nchapi, Senior Librarian Mr. Stoffel Kok, Senior Magistrate Mr Saul Mohosho, SRC President Mr. Tello Motloung, members of staff, invited guests, parents, guardians, my dear students, ladies and gentlemen.

It is indeed my pleasure to welcome you to the official welcoming ceremony of the UFS-Qwaqwa Campus 2005 first year students. Our Rector and Vice Chancellor Professor Frederick has requested me to pass to you his warmest wishes and regards on this special occasion. I am confident that the orientation exercise in which you have participated has achieved the desired effect of introducing you to your new way of life here on campus, and that you are now sufficiently prepared to get on with the rigors of being a student at this University.

Following the restructuring of the higher education landscape, the Qwaqwa campus was incorporated into the University of the Free State with effect from January 1 2003 . As a consequence, Management was faced with a whole complex series of challenges including, primarily making the campus financially viable, but also ensuring that it remains relevant in it’s core business as a satellite campus of the University of the Free State in terms of its teaching, learning, research and community service responsibilities.

A whole series of strategic planning workshops were conducted last year with both internal and external stakeholders. Various important strategic objectives were flagged out, and the next level of consultation will take place soon. I know that there is a lot of eagerness, sometimes to the level of impatience to see this process completed as quickly as possible. But again on the other hand, due to the far reaching consequences of any hasty decisions, plus the need for a carefully planned process, we need to be a little more patient before the implementation of the strategic objectives is implemented. You will be kept informed as this important and critical aspect in the evolution of our campus takes place.

As a response to the need for a more effective governance model on the Qwaqwa campus, a review of the governance structure was completed towards the end of 2004 and will soon serve before the Executive of the Executive Management for approval.

Due to the importance that top management attaches to the development of an effective governance on the Qwaqwa campus, the process was facilitated by an internationally acclaimed consultant. Again the contents of the revised governance model will be made known to the campus and the broader community once it is approved.

I am glad to report that in recognition of the need to improve the infrastructure on campus to provide a conducive learning atmosphere to our students, a total of 8.2 million rands was made available towards the end of 2004 for recapitalization of specifically our student residences and lecture venues. The first phase of the residence renovation is completed and residences C, D and E have now been officially handed over to the University by the Contractor. Among the features of the renovated residences is that they will now computer rooms, kitchenettes for cooking, and a redesigned TV room. The rooms have even been fitted with heaters. Our challenge will now be to maintain our newly acquired facilities and to ensure that they do not again deteriorate to an un-acceptable level. The second phase of renovation will start soon.

As indicated in my address during the orientation week, our obligation to you as a campus is to offer you quality training to the best of our ability, and to disseminate this knowledge to you within a conducive atmosphere worthy of good learning. On the other hand, our students have to take advantage of this opportunity to acquire the necessary skills and training in the various academic programs that we offer on campus.

We have a very simple agenda on this campus – our vision is to continuously strive to build and develop the Qwaqwa campus of University of the Free State into a truly quality institution of higher learning in our country. To develop a tradition and culture in which we are proud of who we are, and constantly and tirelessly working towards excellence in our academic programs, and other non-academic but core and important aspects in your growth and development such as sport and community service. To nurture young conscientious citizens who are aware of their duties and responsibilities. Ultimately to produce hard working young people who fully exploit their potentials, and who will serve this country with diligence when unleashed into the real world in effectively managing their roles and responsibilities in society, whether in private or government civil service.

I would like to encourage that the various stake holders of this campus, the students, academic, administrative and support staff, and our broader community, to work together in harmony for the well being of our campus. For this campus to continue to be relevant in the environment that we find ourselves, there is a need for continuous engagement of its various stake holders, and genuinely listening to each other. We must continuously and regularly keep our feelers on alert in order that we can remain relevant.

I am particularly inviting our parents and guardians, the alumni of this campus, and leaders from our community to join hands with us in seeking solutions to the various challenges that we continue to face on campus. I am open for frank and honest discourse on the best way forward for our campus.

The University of the Free State is committed in making tertiary education accessible to as many students as possible. In this regard, students who do not have the required ‘M’ score to gain entry into main stream classes are given an opportunity to study in the highly successful ‘bridging program’ in which learners are integrated with main stream students but with fewer courses to tackle in order to ensure success. This is done on the premise that such students have the potential to pursue a degree course, and that therefore within a well structured program, they can make a success of their lives.

The University is conscious of the fact that in many instances several academically deserving students fail to be admitted into university due to financial reasons. For students who are academically deserving but who because of reasons of poverty cannot pay the requisite fees, the university is able to assist such students through the National Financial Aid Scheme – commonly known as NSFAS, and University Merit Awards. Other incentives such as Sports bursaries are also available.

Please remember that it is important to balance your life on campus and the phrase ‘a healthy mind in a healthy body’ aptly describes this statement. Ensure that you participate in sport and cultural activities of this campus so that you can develop and strengthen the various God-given talents that you have been blessed with.

A second major ingredient for your success on campus is discipline and respect for rules, policies and procedures that govern the University of the Free State , and respect for your fellow students. Good discipline is a major contributory factor to success in life, and more so in your formative academic life at University. This means for example that you must attend all your lectures, complete your assignments on-time and visit the library frequently. Please manage your time wisely and responsibly. Remember that as a university student, you are basically the master and architect of your own destiny.

Think very carefully when you are confronted with difficult situations, be they negative peer pressure, or temptations to indulge in intoxicating drugs, and make the right choice.

The University has well trained personnel including a social worker, a psychologist and counselor, and members of the student affairs division under the leadership of Mr. Teboho Manchu, Deputy Director Student Affairs, who are available to assist whenever you require their help.

Today is also a special day because we have officially inaugurated the SRC President and the rest of the SRC leadership. I am sure that you all join me in congratulating the SRC for being elected to their leadership roles for 2005. Mr. SRC president and your team, please remember that you now have a huge responsibility in carrying out the aspirations of the student body on campus. I want to wish you luck and success as you champion the rights of your constituents, which I believe and trust will be compatible with management’s expectations with regard to quality teaching and learning on campus. As you are aware, Management values the input that the student leadership makes in the operational management of the affairs of this campus, and we look forward to a cordial, non-confrontational working relationship with a view of rendering un-paralleled service on campus.

Mr. Program Director, allow me to wish everyone here a successful and prosperous year. May the good Lord give us the strength and courage to overcome any obstacle that may be placed in our way in the course of our work in 2005.

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept