Abstract
This article examines the complex discourse around language at one South African higher education institution, viewing it through the experiences of students, and drawing connections to the seminal 1962 Makerere conference. The noted exchange at Makerere between literary giants, Chinua Achebe and Ngugi wa Thiong’o who debated the merits of colonial versus native languages, remains pertinent to the ongoing discussions about decolonisation and the creation of knowledge in academic circles, especially within the Global South. Adopting a qualitative research approach with the use of focus groups, the article investigates student perspectives on the sensitive subject of language use in academia at the University of the Free State in South Africa, emphasising the roles of both English and Indigenous languages in education. Bourdieu’s concept of habitus, and more specifically linguistic habitus, provided the framework to interpret student responses to questions about language decolonisation. The framework was also used to explore students’ thoughts on how social structures and historical contexts shape their views concerning the adoption of local languages in higher education. The study underscores the significance of incorporating local languages into academic realms while also recognising the ambivalent nature of English as both a facilitator and barrier to learning. Centring student views, the study advances the discourse on multilingualism in higher education, pushing for a balanced perspective that acknowledges linguistic diversity and confronts dominant hegemonic language norms. Furthermore, it advocates for higher education institutions to develop inclusive language practices that enhance linguistic justice. In the results and discussion section, student views on the advantageous aspects of English are articulated, noting its utility; students’ views of the significance of their native languages in the pedagogic space are also explored. This dynamic between English and Indigenous languages underlines the persistent challenges in the debate over language and decolonisation in higher education. Lastly, the article emphasises the need to delicately handle the intricacies of linguistic choices in academia, balancing the functional benefits of English with the cultural and educational value of Indigenous languages. By elevating the experiences and viewpoints of students, the research contributes to evolving language policies that are both inclusive and just, and it supports the advancement of a genuinely multilingual academic world.