Language Use as a Tool for the Recognition of Diversity and Inclusion in Higher Education in Africa

Abstract

Abstract Africa is a diverse and multilingual continent. However, languages of instruction for content subjects especially at higher education are often exoglossic languages such as English, French, and Portuguese, which arguably remain languages of power and exclusion rather than inclusion, both on the continent and globally. In South Africa, many universities now have language policies in place and are part of an enabling policy environment. However, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. This chapter explores language, particularly the mother tongue, as representing a space of inclusion and an acknowledgment of diversity, against the backdrop of creating better cognition and understanding within the Higher Education environment, and for unleashing the development of Africa. This chapter seeks to understand the use of translanguaging and mother tongue based bilingual and multilingual education as part of a transformative process, educationally, politically, economically, and socially on the continent. With the exception of a few best practices which are highlighted in this chapter, it is argued that transformation of the curriculum remains a long-term process. This chapter also takes a futuristic view on language and Higher Education.