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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

UFS in joint venture with Empowerdex
2006-11-17

The University of the Free State (UFS) today became the first tertiary institution in the country to sign a joint venture agreement with Empowerdex, South Africa’s foremost black economic empowerment (BEE) ratings agency, to train BEE practitioners that will implement BEE across all sectors of the economy.
 
The agreement was signed by Mr Vuyo Jack, Executive Chairman of Empowerdex and Prof Frederick Fourie, Rector and Vice-Chancellor of the UFS.
 
Mr Jack and Mr Chia-Chao Wu, Managing Director of Empowerdex, will be appointed as visiting professors in the UFS School of Management as part of the joint venture.
 
“The joint venture entails the establishment of a transformation office within the Centre for Business Dynamics at the UFS which will administer training programmes and conduct contract research on BEE as well as the establishment of a verification agency within the UFS School of Management,” said Mr Danie Jacobs, Head of the Centre for Business Dynamics at the UFS.
 
“The verification agency within the UFS School of Management will be able to verify the BEE compliance of businesses in the Free State and Northern Cape,” said Mr Jacobs.
 
According to Mr Jacobs, the venture originates from the Department of Trade and Industry’s (DTI) directive to draft codes of good practice for businesses as stated in the Broad Based Black Empowerment Act 53 of 2003. The final codes will be announced shortly and will act as a standard framework for the measurement of broad based BEE across all sectors of the economy.
 
The codes comprise seven elements on which basis points are allocated to a business to determine its level of compliance to BEE. 
 
“The UFS is the only tertiary institution in the country which offers a formal certificate whereby BEE practitioners can be trained in order to ensure that they are competent to measure BEE,” said Mr Jacobs.
 
“Being able to utilise the UFS’ experience and expertise in the field of transformation is of great benefit to us and it will assist us in driving BEE in the country,” said Mr Jack. 
 
According to Mr Jack, the UFS is centrally situated, which will make it easy for BEE practitioners to access the appropriate training course to suit their needs. “The venture will have an impact not only on this region, but on the whole country as the extensive networks of both Empowerdex and the UFS will contribute to us reaching and training BEE practitioners,” said Mr Jack. 
 
The training programmes that will be offered by the transformation office within the UFS Centre for Business Dynamics are the Management Development Programme for BEE and Transformation, the Executive Credit Bearing Short Learning Programme and an online Non-Credit Bearing Short Learning Programme for BEE Specialists. 
 
“The expertise and knowledge that Empowerdex brings to the joint venture is invaluable. Empowerdex pioneered the empowerment methodology and has been actively involved in the drafting of broad based BEE legislation, regulations and transformation charters,” said Mr Jacobs.
 
Media release
Issued by: Lacea Loader
Media Representative
Tel:   (051) 401-2584
Cell: 083 645 2454
17 November 2006
 

Being empowered: Mr Vuyo Jack, Executive Chairman of BEE ratings agency Empowerdex, and Prof Frederick Fourie, Rector and Vice-Chancellor of the University of the Free State (UFS). Empowerdex and the UFS signed an agreement to train practitioners that will implement BEE across all sectors of the economy.

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