The language predicament of South African universities in a global perspective
Bibliographic Data
| ID | 4800713 |
|---|---|
| Authors | Abram De Swaan (University of Amsterdam, corresponding author) |
| Year | 2023 |
| Volume | 89 |
| Pages | 1-7 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language & Communication (JOURNAL) |
| Journal identifiers | ISSN: 0271-5309 • E-ISSN: 1873-3395 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.langcom.2022.12.003 |
| OpenAlex | W4313367607 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
In many formerly colonized countries the colonial language still prevails as the medium of education and nationwide communication: at Independence, the various language groups would not accept another group's language as the new national medium. Much like India or the European Union, post-Apartheid South Africa officially adopted 11 languages on an equal footing. English remained in the lead and even expanded considerably. Afrikaans stayed in second position. The other African languages remained mainly as vernaculars. South African universities continued to teach in either English or Afrikaans, but black and colored students increasingly felt excluded from an Afrikaans curriculum. In a more varied and flexible academic policy, language choices should be made to depend on the relevant level of education, the academic discipline concerned, and the intended audience
Colonialism · Curriculum · First language · Independence (probability theory · Linguistics · Medium of instruction · Pedagogy · Perspective (graphical · Political science · Position (finance · Sociology · Gender Studies · Law · Second Language Learning and Teaching
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |