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Why South African universities have a duty to develop multilingualism

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

Questions about racial integration in residences answered

2007-07-31

Answers to frequently asked questions about the racial integration of student residences at the UFS

1. Why does the UFS want to change the current situation in the student residences?

There are many reasons why a new approach to placement in the student residences is necessary. However, the main reason is of an educational nature. As a university, the UFS should create an environment in its residences where students can learn to appreciate and respect the rich diversity that is on offer at the university. A university accommodates students from many different backgrounds in terms of race, language, religion, economic status, culture and other aspects. If a student can learn to appreciate the value in this rich diversity at university, he or she will also be able to appreciate the value of this diversity in the workplace and broader society.

The current situation of predominantly white and predominantly black residences has not been able to cultivate such an appreciation for diversity and respect for one another as human beings, and will not equip students with the knowledge and skills required to manage diversity.

Besides this, there are many other areas of life in the residences that need attention. For one, we need to urgently establish a human rights culture in the residences so that the rights of all students can be respected. We need to address the abuse of alcohol, provide disabled students with their rightful place, and last but not least, really entrench a culture of learning in student residences.

Let us make the residences places we can be proud of – places of learning, of diversity, of respect; places of growth and development. This is the ideal we should all strive to achieve.

2. Why does the management want to force us to integrate?

It is a false argument to debate the issue in terms of “force”. Any decision by a University, or any other organisation, regarding matters of policy, rules and regulations implies a restriction on the choice of an individual and an obligation to comply. What we should focus on is whether this decision of the Council is in the best interests of our students.

The management of the university believes that it has a responsibility to give students the best education possible, not only in terms of what you learn in the lecture rooms, but especially in the residences as well. The residences can be very powerful places of learning about matters of great importance, both academic and non-academic.

The parallel-medium language policy separates students into largely white/Afrikaans and black/English classes. Efforts are being made to bridge this divide in the classroom, but we can also try to eliminate it in the residences.

The university is committed to building a new culture for the entire institution that is based on values and principles – such as an academic culture, non-racialism, respect for human rights and diversity – among staff and students.

In the context of student residences, the application of these values and principles still allows substantial room for the voluntary exercising of choice by individuals as well as by Residence Committees, notably with regard to the placement of students (they can still place 50 percent of first-year students), as well as the determination of the future character and traditions of a diverse residence.

Furthermore, students can still choose their residences (subject to availability of places), can choose a roommate, and so forth.

3. What about freedom of association?

The rights we enjoy in a democracy must be balanced against other rights, as well as the laws of the country. This means that the right to freedom of association must be balanced against laws that make it illegal to discriminate against other people on the basis of race, language or religion, for instance.

Freedom of association pertains to the right of individuals to form voluntary organisations such as clubs or private boarding houses, or their right to join or not join existing organisations. You exercise that right when you decide to become a student of the UFS, and again when you choose to live in one of its residences.

However, once you have decided to join an organisation voluntarily, you cannot subsequently demand that that organisation should provide a “club” or residence to your liking where, for instance, you only associate with your choice of co-members. You must accept the policies of that organisation.

In any case, how would that right of yours be balanced against the right of another individual who wishes to associate with a different set of co-members? (For instance – what about the freedom of a student to associate with students NOT from his own background, but indeed from another language, cultural, racial or economic background?)

The constitutional right to freedom of association can, in any case, not be used to exclude or discriminate on the basis of race or religion (Section 18 of the Bill of Rights).

Besides, the new policy guidelines will still make provision for freedom of association. This right can be exercised freely within a diverse residence with regard to friendships, joint academic work, socialising, sport, etc.

4. Will residences not lose their traditions?

The University appreciates that there are many valuable elements of tradition in residences. However, we must bear in mind that the traditions and character of student residences have evolved and changed over time, and they will continue to evolve and to change. In addition, we do not need to accept all aspects of residence life purely on the basis of tradition, including the unacceptably high level of alcohol abuse and unsavoury, humiliating and discriminatory orientation practices. The new approach to integrated residences provides the opportunity to retain the positive aspects of the current traditions and character, but also to develop new traditions and give residences a new character.

We can now establish a tradition and a character for each residence that are reconcilable with the values of the University as a place of scholarship and are aligned with the human rights approach of our country’s Constitution, the laws of our country and the strengths and diversity of the students in a particular residence.

5. Have students been involved in this process? Is there a role for them to play after the decision has been taken by the Council of the UFS?

In the first semester of 2007, during two rounds of consultations, the primes, SRC and student organisations were consulted about the proposed new placement policy to increase diversity in residences. Some residences also made written submissions on the matter (such as Madelief, Soetdoring, Wag-'n-bietjie, Vergeet-my-nie, Emily Hobhouse). Other residences requested and were granted more time, but did not make any submissions in the end (such as Reitz and Armentum).

Management also had several meetings with the above-mentioned structures to hear first-hand from students their concerns and solutions regarding possible challenges presented by integration in residences.

During these interactions, several excellent ideas and proposals were put forward by students. These views had a definite impact on the eventual proposal that was taken to the University Council, in particular regarding the minimum level of diversity (30%) in junior residences and the fact that residences still want to have a say in the placement of students, rather than the placement decision being left in the hands of Management alone (hence the 50% placement portion of residences). Management values the effort that was put into the process by the primes and residence committees, and thanks them for their contributions.

However, it should be stressed that consultation should not be understood as a process of negotiation, nor does it imply that consensus must be reached. What it means is that Management must take a considered decision after hearing the views of stakeholders.

Management would like students to continue to provide input and ideas regarding the implementation details of the policy guidelines. Task teams have been established and students will be informed about how they can interact with the task teams on an ongoing basis.

6. But integration in the residences was tried in the past (in the late 1990s), and then it failed. Why will it work now?

Yes, the University of the Free State did integrate its residences as far back as 1993, and for a few years it worked. The UFS did it at that time and is now doing so again, because it is the right thing to do. Yet it is important to understand why the previous attempt at racial integration in residences was not successful.

Firstly, both black and white students were much polarised because of the apartheid past. Secondly, there was insufficient management support for students in the residences, the student leaders generally as well as residence heads, in terms of dealing with diversity and related issues. Thirdly, the institutional culture of the UFS and the residences in particular was not addressed as part of broader transformation and integration in residences, whereas it is now being addressed.

In addition, the current decision to integrate residences has the benefit of being implemented after several more years of integration in schooling, sport, workplaces and other aspects of life.

This decision is also based on Management’s commitment to give all the possible support it can to this process.

This is a very important initiative that the UFS is undertaking. Management, in co-operation with students, must ensure that it succeeds. Integrated residences that produce high-quality graduates equipped to deal with the challenges of the workplace and our society is a worthwhile ideal we should all strive to achieve.

If you would like to make a proposal regarding the implementation and practical aspects of the new policy, please send it to the following email address: rector@ufs.ac.za

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