ISiZULU as the Medium of Instruction at University: Shifting Institutional Identities

Abstract

Twenty eight years into post-apartheid in South Africa a large number of students in higher education continue to being taught in a colonial language, English, which they do not understand and are not competent in. This use of English as the main language of instruction in higher education institutions strengthens hegemony of English over African indigenous languages and further perpetuates colonial linguistic injustices. Framed by Language Management Theory, this paper reflects on the efforts by one university in the province of KwaZulu-Natal, South Africa, to diffuse hegemony of English through the development and promotion of an indigenous language, isiZulu, so that it becomes scientifically advanced for use as medium of instruction alongside English. As a point of departure, the paper interrogates Language in Higher Education Policy (2002) and examines the status quo of indigenous languages in higher education in the post-colonial era. To set grounds for arguments on viability of indigenous language, isiZulu, for use as medium of instruction in one university, this paper brings forth literature on the use of indigenous languages as language of instruction in South Africa and in Africa. Later, implications of mother instruction for the speakers of the language are discussed. The chapter concludes that the use of indigenous languages as medium of instruction in higher education is not impossible but necessitate willingness to embrace transformation, accelerate development indigenous languages and in doing so restore constitutional rights of the majority of students in higher education, the right to learn in their mother tongue, the one in which they understand and are competent.