Student's Ontological Journey Towards Academic Success

In the South African higher education context, the marginalisation of Indigenous languages perpetuates epistemic inequities and undermines students' academic success. This conceptual paper explores the ontological journey of students, framing Indigenous languages as empowering tools for lifelong learning and academic achievement. Drawing on decolonial theories and multilingual pedagogies, the paper argues that Indigenous languages are not merely mediums of communication but vital resources for epistemic access, identity formation, and knowledge production. It critiques the dominance of colonial languages in curricula and institutional structures, highlighting how neoliberal ideologies further entrench linguistic hierarchies that disadvantage students from marginalised backgrounds. The paper proposes a decolonial framework that centres Indigenous languages as catalysts for transformative education, fostering inclusivity, equity, and social justice. By engaging with various studies, the study reimagines higher education as a space where multilingualism and translanguaging practices disrupt existing power dynamics and empower students to reclaim their linguistic and cultural heritage. Ultimately, this paper advocates for the integration of Indigenous languages into pedagogical practices and institutional policies, arguing that such an approach is essential for fostering lifelong learning, academic success, and a more equitable educational landscape in South Africa

Second Language Learning and Teaching