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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

The solution to student food insecurity is a holistic approach
2017-02-10

Description: Dietetics read more Tags: Dietetics read more

Dr Louise van den Berg from the Department of
Nutrition and Dietetics says the University of the Free State
is taking steps to teach students how to budget and make
them aware how important food nutrition is.
Photo: Pixabay 

Research at the University of the Free State (UFS) has indicated that nearly 60% of students are victims of food insecurity and suffer from hunger most of the time. The research by the UFS Faculty of Health Sciences shows that a further 25% are food insecure but are not hungry most of the time.

Senior Lecturer in the Department of Nutrition and Dietetics, Dr Louise van den Berg, says food insecurity is common among student populations across the world. However, local research shows that it is almost double that of tertiary institutions in developed countries.

Food insecurity among students caught many people off-guard
Dr Van den Berg says in South Africa nobody had really looked at the problem until recently “It seems student food insecurity has caught many people off-guard.” She says people tend to think of tertiary students as a privileged group.

The research has now indicated how deep the problem really is on campus. The students that most likely go hungry are single, male, black or coloured, and are generally first-generation students.

They are also mostly undergraduates, those paying their studies from non-bank loans or bursary means, those not living with their parents or guardians or those that need to support somebody else financially.

The results further indicate that those that are likely to suffer from hunger seldom or never have enough money for food but have to borrow money for food, have to ask for food, sell items to get food or steal food.

“A healthy student is a
successful student.”

Bursary money send back home for parents to survive
Dr Van den Berg agrees that one of the main reasons for the situation is economic stress. Research has shown students rarely spend money on food when resources are scarce. Furthermore, parents of students studying with bursaries are not always able to fully support them on campus. Some students send bursary money back home for their parents to survive.

She says other factors that contribute to campus food insecurity are that all over the world universities have terminated catered food halls due to high costs. “To a large extent this has created a food desert for students and now they need to look after themselves.”

To throw money at the problem does not seem to be the answer. 

Students are food-uncertain beings
The research indicates that young people on campus do not know where to buy food, much less the correct, nutritional food they need. Dr Van den Berg says most universities are now aware of the problem and have been taking steps. This includes teaching students how to budget and making them aware how important nutrition is for their success and their responsibility for themselves.

Universities are also looking at private funding for food aid and food schemes. Dr Van den Berg says other solutions are the restructuring of bursary fees, student self-help initiatives and food gardens.

The Faculty of Health Sciences is taking the initiative to manage a food blog on the UFS website. It will also use other social media platforms to post food-preparation videos and recipes for students.

Dr Van den Berg says it is important to grow the 15.6% group of students who indicated they are food secure because a healthy student is a successful student.

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