ENG1503 Assignment 2 (COMPULSORY)
Semester 1 2026 (185210) - Due 15 April 2026
, PART 1: THE ACADEMIC ESSAY
Title: Dismantling the Monolingual Monolith: The Case for Multilingualism in
Higher Education
The linguistic landscape of post-colonial nations, particularly South Africa, is
characterized by a profound tension between the hegemony of English and the
constitutional mandate to develop indigenous languages. Despite the recognition of
eleven official languages, higher education institutions (HEIs) have historically
functioned as monolingual enclaves, frequently relegating African languages to the
periphery. As noted by Ndlangamandla and Chaka (2023), the persistent
underdevelopment of these languages acts as a significant barrier to student access
and success. This essay argues that multilingualism must be adopted as the primary
approach to teaching, learning, and assessment in linguistically diverse countries to
ensure cognitive justice, academic inclusivity, and the decolonization of knowledge.
The first argument for adopting a multilingual approach centers on cognitive access and
academic success. When English or Afrikaans remains the sole Language of Learning
and Teaching (LoLT), students who are not first-language speakers face a "double
burden": they must master complex disciplinary content while simultaneously navigating
a foreign linguistic medium. According to the Department of Higher Education and
Training (DHET, 2020), indigenous languages have structurally been denied the space
to function as scientific languages. By integrating these languages into the curriculum,
HEIs can bridge the gap between a student's home identity and their academic persona,
allowing for a deeper, more nuanced grasp of difficult concepts that might otherwise be
lost in translation.
Secondly, the adoption of multilingualism is a necessary step toward the decolonization
of the African university. The current "coloniality of language" suggests that only
European languages are capable of expressing high-level scientific or academic
thought. Ndlangamandla and Chaka (2023) argue that relocating English Studies
involves critiquing this hierarchy. Strengthening indigenous languages as "languages of
meaningful academic discourse" challenges the Eurocentric monopoly on knowledge
production. When students are encouraged to use their mother tongues in assessments
and research, they are not merely translating Western ideas; they are generating new
knowledge rooted in their own cultural and linguistic epistemologies.
Finally, a multilingual policy addresses the diverse linguistic needs of a globalized
student population, fostering social cohesion and equity. The South African Constitution
(2012) promotes the development of marginalized languages as a matter of human
rights. HEIs that fail to create conditions for the strengthening of these languages
essentially perpetuate a form of linguistic exclusion. By implementing translanguaging
strategies—where students and lecturers switch between languages to clarify
meanings—institutions create an inclusive environment where all students feel their
linguistic heritage is valued. This pedagogical flexibility does not diminish the
Semester 1 2026 (185210) - Due 15 April 2026
, PART 1: THE ACADEMIC ESSAY
Title: Dismantling the Monolingual Monolith: The Case for Multilingualism in
Higher Education
The linguistic landscape of post-colonial nations, particularly South Africa, is
characterized by a profound tension between the hegemony of English and the
constitutional mandate to develop indigenous languages. Despite the recognition of
eleven official languages, higher education institutions (HEIs) have historically
functioned as monolingual enclaves, frequently relegating African languages to the
periphery. As noted by Ndlangamandla and Chaka (2023), the persistent
underdevelopment of these languages acts as a significant barrier to student access
and success. This essay argues that multilingualism must be adopted as the primary
approach to teaching, learning, and assessment in linguistically diverse countries to
ensure cognitive justice, academic inclusivity, and the decolonization of knowledge.
The first argument for adopting a multilingual approach centers on cognitive access and
academic success. When English or Afrikaans remains the sole Language of Learning
and Teaching (LoLT), students who are not first-language speakers face a "double
burden": they must master complex disciplinary content while simultaneously navigating
a foreign linguistic medium. According to the Department of Higher Education and
Training (DHET, 2020), indigenous languages have structurally been denied the space
to function as scientific languages. By integrating these languages into the curriculum,
HEIs can bridge the gap between a student's home identity and their academic persona,
allowing for a deeper, more nuanced grasp of difficult concepts that might otherwise be
lost in translation.
Secondly, the adoption of multilingualism is a necessary step toward the decolonization
of the African university. The current "coloniality of language" suggests that only
European languages are capable of expressing high-level scientific or academic
thought. Ndlangamandla and Chaka (2023) argue that relocating English Studies
involves critiquing this hierarchy. Strengthening indigenous languages as "languages of
meaningful academic discourse" challenges the Eurocentric monopoly on knowledge
production. When students are encouraged to use their mother tongues in assessments
and research, they are not merely translating Western ideas; they are generating new
knowledge rooted in their own cultural and linguistic epistemologies.
Finally, a multilingual policy addresses the diverse linguistic needs of a globalized
student population, fostering social cohesion and equity. The South African Constitution
(2012) promotes the development of marginalized languages as a matter of human
rights. HEIs that fail to create conditions for the strengthening of these languages
essentially perpetuate a form of linguistic exclusion. By implementing translanguaging
strategies—where students and lecturers switch between languages to clarify
meanings—institutions create an inclusive environment where all students feel their
linguistic heritage is valued. This pedagogical flexibility does not diminish the
