Intellectualisation of African indigenous language at the University of the Free State and academic implications for the speakers

• Published in: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig Vol. 58; no. 1; pp. 1 - 16
• Main Authors: Ngubane, Nomalungelo, Khohliso, Xolani
• Format: Journal Article
• Language: English
• Published: South African Association for Language Teaching (SAALT) 01.06.2024
• Subjects: African languages; Higher education; indigenous Sesotho language; Intellectualisation; language management theory; Terminology development
• ISSN: 0259-9570; 2958-9320
• DOI: 10.56285/jltVol58iss1a6584

The University of the Free State Language Policy 2024 takes off from the premise that, firstly, students come from diverse linguistic backgrounds, of which the majority come from a Sesotho language background. Secondly, when our students join the university, they are confronted by English as the medium of instruction which is not their language, thus, it creates a barrier to effective learning. Thirdly, when our students join their specific disciplines, they are also confronted by unfamiliar environments of new disciplinary terminology and concepts which they are expected to learn and master in a foreign language. The language policy made a conscious commitment to develop and intellectualise Sesotho so that it becomes an academic language and a resource for supporting academic access and success for African students, in alignment with the Language Policy Framework for Higher Education 2020. This paper employs a literature-based methodological approach, focusing on a single university as a qualitative case study. Underpinned by the Language Management Theory, we argue that the African indigenous language, Sesotho, requires an effective and conscious process of intellectualisation. Strategies like terminology development are proposed to effectively support the learning of new concepts and theories across disciplines and thus reduce the burden imposed by English instruction among Sesotho speakers. The paper also argues that the intellectualisation of African languages in higher education is critical for ensuring that African students are not provided access without support in the persistent English monolingual higher education fraternity.