On July 26th, 2024, Eden Grove Blue at Rhodes University was abuzz with excitement. Distinguished guests, national role-players, academics, and students gathered to celebrate a significant milestone: the launch of the university's new multilingual project and a collection of case studies showcasing diverse multilingual teaching pedagogies across faculties. The event, titled "Teaching Through Diverse Tongues: Multilingualism in Every Classroom," was a collaboration between the NRF SARChI Chair: Intellectualisation of African Languages, Multilingualism and Education, housed in the School of Languages and Literatures, the Language Committee and the Centre for Higher Education Research, Teaching and Learning (CHERTL).
Prof Bassey Antia, a renowned language activist and scholar, set the stage by outlining the project's goals and the rigorous selection process for participating universities. He emphasised the importance of the 2020 Language Policy Framework for Public Higher Education Institutions, which aims to address the underdevelopment and underutilisation of official languages while maintaining the standard of already developed languages. Funded by the Department of Higher Education and Training (DHET) to support universities in reaching implementation by 2026, institutions will also benefit from capacity-building workshops on technology, multilingual pedagogies, and support for blind and partially sighted staff and students, to name a few. Tasked to oversee, coordinate and manage the DHET’s National Language Project, Prof Antia’s role entails ensuring that the selected institutions uphold their commitment to the multilingual project they promised to carry out. One of the main takeaways from his keynote speech is that we need to take linguistic diversity in Africa seriously and not allow national boundaries to define or constrain linguistic diversity.
Rhodes University Vice Chancellor, Prof Sizwe Mabizela, underscored the university’s commitment to multilingualism as a priority objective of the Institutional Development Plan, Umkhombandlela, which also stipulates the establishment of a Centre for Multilingualism. Prof Mabizela also noted that the implementation of the Language Policy Framework has already begun, as evidenced by the appointment of Sisonke Mawonga, a language activist and scholar at CHERTL’s Extended Studies Unit, to coordinate multilingualism activities across the institution.
The launch of the collection of case studies in a booklet titled “Embedding Multilingualism in the Curriculum: Using Language as a Resource for Teaching and Learning,” was a significant milestone during the language event. Spearheaded by CHERTL staff member Anthea Adams with support from Masixole Booi, Sisonke Mawonga, Prof Dion Nkomo, Dr Bulelwa Nosilela and Prof Jo-Anne Vorster, the collection features case studies from disciplines such as political and international studies; economics; cell biology, musicology, drama, education, pharmacy and management. The authors are Sisonke Mawonga, Nwabisa Malimba, Dr Sandile Phakathi, Prof Juniours Marire, Prof Siphokazi Magadla, Zikho Dana, Prof Dion Nkomo, Dr Boudina McConnachie, Gcobisa Ngodwane, Dr Carmen Oltmann, Dr Tiffany Pillay, Thabisa Mdlangu, Aviwe Matiwane, Prof Nicole Richoux, Prof Martin Villet, Dr Rethabile Mawela, Selloane Mokuku and Dr Alyssa Shawntay Williams.
The case studies originated from a language colloquium held in September 2022, aimed at sharing ideas on multilingual teaching practices. CHERTL HoD, Prof Jo-Anne Vorster described the collection as a blueprint for developing and implementing language policies in higher education. The case studies offer practice-based approaches to help lecturers incorporate multilingual pedagogies into their teaching. Anthea Adams applauded the contributors as exceptional scholars and teachers who use multilingual pedagogies to enhance student learning and social consciousness. Their collaborative efforts with students and community members advance both theory and practice in their respective fields.
Prof Antia commended the authors for demonstrating that multilingual pedagogies are not only possible but essential in African universities. He stressed that using languages as learning resources can level the playing field for students and help define the identity of African institutions. The event was attended by key role players, including Dr Kwezi Mzilikazi, DVC of Research, Innovation & Strategic Partnerships; Dr Claire Kelly, Director of Equity and Institutional Culture; Prof Langa Khumalo, Executive Director of SADiLaR; as well as Language Committee members, SRC members, academics, and students. This celebration marked a significant step towards embracing and promoting linguistic diversity in higher education.