20898045 Ella Horne General Linguistics Blog 3: Topic: Afrikaans should remain a medium of instruction at the University Of Stellenbosch

Week 3 : Language, Identity, Bias and Privilege

Friday 24th March 2017



Topic 3:


 “Afrikaans should remain a medium of instruction at the University of Stellenbosch.”

One needs to look at the many different aspects this statement involves and the effects and implications upon these aspects the statement currently brings and would bring if Afrikaans were to remain or if it were to be removed as a medium of instruction at the University of Stellenbosch.

On the one hand, one needs to consider whether it contributes or hinders the current and future goals for progressive social, racial and educational upliftment, transformation and integration at the University of Stellenbosch and for South African nationwide if Afrikaans were to remain as a medium of instruction at the University of Stellenbosch. To meet the current and future goals mentioned above, it would require accommodating the majority of South African prospective students in the medium of instruction of their mother tongue or preferred language.

Statistically, only 14% of black South African matriculants took Afrikaans as a subject, thus expressing the reality of the possibility that 86 % of black South African's who may go to university are unlikely to understand and or possess the linguistic knowledge or comprehension of the Afrikaans language thus unlikely to be able to receive an education equal in opportunity, rights and a learning environment to other students receiving a tertiary education in their preferred mother tongue languages. This majority statistically would encompass isiXhosa or isiZulu as their main mother tongue languages. It is important to keep in mind that the other African languages do feature prominently as mother tongue languages of South African people statisticly more than Afrikaans as well and thus would also need to be incorporated in due time as mediums of instruction as well University of Stellenbosch. A question to consider is to this reasoning is whether this means that the future method in deciding which languages to incorporate as mediums of instruction should be purely based upon how much of the majority speak the language?

In addition, from a practical point of view one needs to consider the practicalities of keeping Afrikaans as a medium of instruction. Will it further accommodate and enhance learning of the majority of prospective and current students in South Africa or will it prevent more allocation of finances, educational resources, time, staff and space to be given to the mother-tongue languages of the majority of South Africans namely isiXhosa and isiZulu. If this were to prohibit the above, the consequences could potentially prohibit the enhancement, expansion, growth and implementation of these languages in the university, ultimately leading to a prolonged stagnation of the current linguistic state of the education system of University of Stellenbosch or in best cases delay linguistic and racial diversity, transformation and change . This decision affects the opportunities and learning environment for the majority of prospective and current South African students to study nationwide. Much is at stake here.

On the other hand, I emphatically suggest one should never undermine, neglect or refuse to address the personal and cultural impact a decision to remove Afrikaans as a medium of instruction may have for mother- tongue Afrikaans speaking people. Language is closely linked to cultural identity and relays significant importance and worth for many speakers whether Afrikaans speaking or not. To remove Afrikaans entirely as a medium of instruction, violation of the Constitutional Human Right which states that “'everyone has the right to receive education in the official language or languages of their choice.” However if one were  to provide translators at University of Stellenbosch for Afrikaans and Afrikaans speakers, one would technically still be receiving the same verbal content of their education in their choice of language thus partially violating the Constitutional Human Right mentioned above. However, one must consider the previous and current lack of written education material, literature and resources in languages other than English, which may be argued that it justifies the  violation of the Constitutional Human Right in terms to many languages other than English historically and today.

Unfortunately, practically and financially, if the University of Stellenbosch is to reach its goals of racial and social integration for the majority of prospective South African students, Afrikaans may currently not be a practical, affordable and accommodating option to be used as a dominant medium or other medium of instruction for the majority of prospective South African students. Statistically its use as a medium does not benefit the majority of prospective South African students.

I feel this leads us to the question of whether it is fair or right to advantage the majority by disadvantaging the minority for the greater upliftment, reconciliation, education and integration for them majority of our country?  Is there another way forward we can lead these transformation goals for the University of Stellenbosch forward whilst still including the Afrikaans languages as part of the University?

Taking into account the reality of the current linguistic statistics and financial state of South Africa and the practicalities of finance, resources, budgeting, time, translators and staff and what is practically possible of the University to manage within these limitations, I would suggest the way forward being the addition of African languages as medium of instructions at university but still to offer keep Afrikaans as a medium, if possible, through alternative options being translators and educational resources and learning material in their mother tongue instead of mainstream lectures .

Idealistically, I would suggest to learners be exposed to as many languages possible as personally I believe it is of imperative importance and value, in regards to broadening one's experience ,m perspective and understanding of people and their culture and specifically for a social and attitude transformation amongst the people of South Africa.
However ,realistically as a university, to incorporate another two more widely spoken mediums of instruction may unfortunately have to be at the detriment to another language, unless the government or the public intervenes and funds more finances to the university to be able to keep Afrikaans as a medium of instruction at the university.


This deeply saddens me as a lover of languages and realising the significant worth, relevance, meaning and deep value a language has to a person’s culture and identity, as well as the freedom to express themselves in their mother tongue. In addition, it is also disadvantaging many in their experience of education, especially those who live in disadvantaged communities and rural communities who only speak Afrikaans and have very limited exposure of English until upon coming to university.  Development educational and language programs and assistance need to be implemented into these areas and to these people in an empowering and dignifying way, whilst still respecting and recognizing Afrikaans as a proficient and important language.

I firmly stand by the statement, ' An eye for an eye makes the whole world blind." quote by Ghandi.  The entire removal of a language or the complete removal of the opportunity for someone to receive education in it, in order to implement another language as a medium of instruction is not the best way forward. This can blind one from seeing the richness, depth and insight not only into another language but into someone’s else’s culture and relating to them in their own mother tongue.


I feel it is so important that an attitude towards the Afrikaans language is that of sincere honour, respect. Although historically it has been used by people in an abusive way and seen by many as ‘the oppressors language’ being the apartheid government, it would be highly detrimental to the future reconciliation and transformation of South Africa’s current and future generations attitudes, if we left this stigma upon the language and did not provide opportunities for its deep richness and beauty to be seen and experienced by those who were previously oppressed by it.

Although due to realistic practicalities of the short term procedures needed currently to be implemented regarding the use of Afrikaans as a medium, I strongly suggest the University of Stellenbosch needs to thoroughly and intentionally plan linguistic accommodation and help for Afrikaans speaking learners. Instead as stated before, alternative options should be made available in the most respectful, honourable and dignifying way to these learners.

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