Abstract
Globally, universities are tremendously pressurised to improve throughput rates, intercultural proficiency, and academic transformation. However, at some universities, educators often neglect the ICC component in EL2 teaching. This article analyses the feasibility of integrating the ICC component into the EL2 courses, to enhance curricula decolonisation, intellectual and cultural freedom in South African universities. From a socio-cognitive perspective, the article argues that in SA, understanding ecological, ideological, affective and sociolinguistic elements, based on the Ubuntu philosophy (a humanness spirit that embodies (South) African culture) is significant for global IC and learning. Innovative integration of plurilingualism perspectives into the Humanities curricula may have implications for academic success, especially in English and ICC, global trade, democracy and social transformation.
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