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13 May 2025 | Story Dr Francois Smith | Photo Supplied
Francois Smith
Dr Francois Smith, Head of Department: Afrikaans and Dutch; German and French, University of the Free State.

Opinion article by Dr Francois Smith, Head of Department: Afrikaans and Dutch; German and French, University of the Free State 




On 8 May 1925, the writer CJ Langenhoven introduced a bill in the parliament of the then Union of South Africa that led to Afrikaans being recognised as one of the country’s official languages, alongside English. It is this historic moment that marks the centenary being celebrated today. However, the language itself predates its official status by centuries. The roots of Afrikaans can be traced back to the 1500s, during the first interactions between European sailors and the indigenous Khoi-Khoi people. What makes the origin of Afrikaans particularly significant is that it developed on African soil, shaped by the contact and exchange between European colonists, enslaved people brought from Africa and Asia, and the local Khoi population. Afrikaans is, therefore, a uniquely South African creation – a rich tapestry of diverse influences. It is this diversity, this cultural and linguistic fusion, that is truly worth celebrating.

It is evident that Afrikaans did not begin as a fully developed written language. Some of the earliest recorded instances of written Afrikaans date back to the 1830s, when Muslim imams used Arabic script to communicate with their pupils in Afrikaans in religious schools. A more formal effort to establish Afrikaans as a written language emerged in 1875 with the founding of the Genootskap van Regte Afrikaners (Society for Real Afrikaners), which played a pivotal role in standardising and promoting written Afrikaans.

 

The Dutch language

During the Anglo-Boer War (1899-1902), the two Boer republics – the Zuid-Afrikaansche Republiek and the Orange Free State – were defeated by the British Empire. In the aftermath of this conflict, efforts were made to unite the two British colonies, the Cape Colony and Natal, with the former Boer republics into a single political entity. This led to the National Convention, where representatives negotiated the constitution for what would become the Union of South Africa. Given the dominant position of Britain, the prevailing influence of English-speaking authorities in the Cape and Natal, and the Anglophile stance of many British leaders, it would have been reasonable to expect the new Union to adopt English as its sole official language. However, due to the tireless advocacy of figures such as former President MT Steyn and General JBM Hertzog, the resulting South Africa Act of 1909 – passed by the British Parliament – stipulated that ‘the Dutch language’ would share official status with English in the Union. This was a significant victory for the preservation of Dutch (and later, Afrikaans) in the political and administrative life of the country.

The ‘Dutch’ used in South Africa at the time, particularly among ordinary people, was far from uniform and bore little resemblance to the Standard Dutch of the Netherlands. Very few South Africans were proficient in writing formal Dutch. Meanwhile, Afrikaans had only just begun the process of standardisation in the years following the formation of the Union. In many cases – especially in written contexts – the language appeared as a hybrid of spoken Afrikaans and formal Dutch, or what was loosely referred to as ‘Hollands’. Recognising this linguistic shift, figures such as CJ Langenhoven began advocating for Afrikaans to be recognised as a full-fledged language, particularly as a standardised orthography began to take shape. Langenhoven and his contemporaries likely understood that the continued use of Standard Dutch in South Africa was untenable. Thanks to their dedication, a joint session of the Volksraad and the Senate was held on 8 May 1925, during which Act No. 8 of 1925 was passed. This legislation clarified that the term ‘Hollands’, as used in South African legal and governmental contexts, also encompassed Afrikaans – marking a pivotal moment in the formal recognition of the language.

A necessary consequence of the 1925 legislation was that Afrikaans, now recognised as an official language, had to rapidly develop in areas such as orthography, terminology, and grammatical consistency. Subsequent constitutions – specifically those of 1961 and 1983 – further entrenched the status of Afrikaans by extending the use of both official languages to the provincial level. Because Afrikaans was now required to operate on equal footing with a global language such as English across all spheres of government, the development of a standardised variety became essential. This standard form enabled the state not only to fulfil its constitutional obligations but also to communicate effectively with a significant portion of the population.

 

Most South Africans not first-language English speakers

Today, South Africa officially recognises twelve languages, following the recent addition of South African Sign Language. While earlier constitutions explicitly outlined the functions and domains of the official languages, the 1996 Constitution is notably more open-ended. It mandates that the state must take "practical and effective measures" to elevate the status and promote the use of all official languages, and that they must be treated equitably and enjoy equal status. However, these provisions are vague and lack clear implementation guidelines or enforceable obligations. Unlike earlier frameworks that prescribed specific uses and provided mechanisms for accountability, the current constitutional language leaves much to interpretation. As a result, and in the absence of meaningful incentives or enforcement, English has become the de facto sole language of government, undermining the ideal of multilingualism and linguistic fairness envisioned in the Constitution.

The reality that most South Africans are not first-language English speakers means that a significant portion of the population has limited access to essential information, which in turn restricts their ability to fully participate in the country’s economic, educational, and social opportunities. This linguistic barrier perpetuates inequality and undermines the goals of inclusive development. One of the pressing challenges facing the current government is, therefore, strikingly similar to that which confronted the Union government a century ago with respect to Afrikaans: the need to actively develop all of South Africa’s official languages. Only through dedicated investment in their growth and functional application can these languages truly operate as instruments of democracy, equality, and social justice.

The development of human potential and the advancement of science and technology are among the foremost priorities of the current South African government. However, these goals are unattainable without language – spoken or written – as the foundation for communication. More specifically, the absence of well-developed scientific languages renders scientific and technical communication ineffective. This reality places increasing demands on South Africa’s official languages, requiring the creation and maintenance of robust, multilingual terminology across a wide range of disciplines. Ensuring that all languages are equipped to handle specialised knowledge is essential for equitable access to education, innovation, and national development.

Due to the dominance of English, South Africa’s other official languages face significant challenges in developing technical vocabulary and keeping pace with the demands of a rapidly evolving modern world. One notable achievement in Afrikaans is the Woordeboek van die Afrikaanse Taal (WAT), a comprehensive dictionary project that began in 1926 and, despite minimal state support, continues to progress toward its final volume, expected in 2028. This kind of initiative should serve as a model for all of South Africa’s official languages. Scientific and technological knowledge must be made accessible in every language, ensuring they are equipped to function effectively across all levels of society. When a language loses functional domains, its practical value diminishes, its cultural sphere contracts, and its speakers are more likely to shift towards a language perceived as more useful.

News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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