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Indigenous Perspectives on Multilingualism in the South African Higher Education System
Abstract
This chapter explores students' and staff's voices from a university of technology on the feasibility of multilingualism based on their respective learning and teaching experiences in different academic disciplines. The chapter employs a mixed research methodology comprising students (n=665) and staff (n=5) surveys across five faculties of a university of technology. Participants mostly preferred English as the primary medium of instruction, citing cognitive, existential, and pragmatic reasons. Part of these reasons was that Indigenous languages have shortcomings in conveying scientific concepts as these did not exist in these languages. However, they also endorsed the view that a multilingual system comprising the use of English with Indigenous languages as support would enhance learning for students who experience difficulties with learning in English. The evidence highlights the paradoxical situation students at higher educational institutions face. Therefore, a balanced approach that enhances student competency in market-dominant mediums of instruction is required.
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