Critical Analysis of Variables Impeding Adoption of Indigenous Languages as Languages of Teaching and Learning in South African Higher Institutions

Abstract

This paper interrogates the tacit and poignant perspectives as to why South African Institutions of Higher Learning do not implement the use of indigenous languages as Languages of Teaching and Learning. Based on the observations encapsulated in various policy documents, this paper extends a preliminary analysis of this situation because based on the observations and various perspectives expressed by scholars, it is clear that the politics around the subject of indigenous languages use in higher education institutions, access to knowledge, promotion and development of indigenous languages is still an elusive and complex subject to many and furthermore, it seems is not uniformly understood. These discursive views are critiqued from an alternative Afrocentric perspective. In particular, we consistently and systematically refute these discursive, outlandish and tacit views and claims from various academics that the languages are not developed enough, the idea is oblivious to certain South African realities, expensive to maintain and execute and also that students are not in favour of being taught through indigenous languages. The term discursive construction is used to capture the structural, systemic, cultural and epistemological patterns of hegemonic Eurocentric view of pedagogy that have engulfed the South African higher education landscape. This paper extends a preliminary analysis of these poignant and tacit perspectives. In this paper, which is largely based on the triangulation of document review and interdisciplinary critical discourse analysis, we aim to critique these views from an alternative Afrocentric perspective; a voice that has been marginalised in this academic discourse and beyond. Six (6) Language policies were also analysed focusing on the caveat ‘wherever practicable’. In particular, I consistently and systematically refute these tacit, outlandish views and claims from various scholars who argue that indigenous languages are not at a stage to be used as Languages of Teaching and Learning, that some clauses in various Language policies are oblivious to certain South African realities, it is expensive to maintain and execute these clauses and also that students are not in favour of them being taught in indigenous languages. The importance of this interdisciplinary debate and the need for it to be expanded and/or sustained cannot be over-emphasised particularly in South African higher education landscape.