Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice
This study, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers...
| Tác giả chính: | |
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| Định dạng: | Bài viết |
| Ngôn ngữ: | English |
| Được phát hành: |
Noyam Journals
2024-02-01
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| Loạt: | E-Journal of Humanities, Arts and Social Sciences |
| Những chủ đề: | |
| Truy cập trực tuyến: | https://noyam.org/ehass2024523/ |
| _version_ | 1827314251909300224 |
|---|---|
| author | Zama Mabel Mthombeni |
| author_facet | Zama Mabel Mthombeni |
| author_sort | Zama Mabel Mthombeni |
| collection | DOAJ |
| description | This study, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education. |
| first_indexed | 2024-04-24T22:32:04Z |
| format | Article |
| id | doaj.art-e307159fb5bd4349846cc5e3034af3a4 |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-04-24T22:32:04Z |
| publishDate | 2024-02-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-e307159fb5bd4349846cc5e3034af3a42024-03-19T18:37:23ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222024-02-0152100111https://doi.org/10.38159/ehass.2024523Development of African Languages as the Medium of Instruction in Higher Education: From Policy to PracticeZama Mabel Mthombeni0https://orcid.org/0000-0002-7940-7094 Equitable Education & Economies, Human Sciences Research Council, Durban, South Africa.This study, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education.https://noyam.org/ehass2024523/african languageshigher educationtransformationlanguage policydiglossia |
| spellingShingle | Zama Mabel Mthombeni Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice E-Journal of Humanities, Arts and Social Sciences african languages higher education transformation language policy diglossia |
| title | Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice |
| title_full | Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice |
| title_fullStr | Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice |
| title_full_unstemmed | Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice |
| title_short | Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice |
| title_sort | development of african languages as the medium of instruction in higher education from policy to practice |
| topic | african languages higher education transformation language policy diglossia |
| url | https://noyam.org/ehass2024523/ |
| work_keys_str_mv | AT zamamabelmthombeni developmentofafricanlanguagesasthemediumofinstructioninhighereducationfrompolicytopractice |