Abstract
Since 1994, South African higher education has been grappling with a complex interplay of curriculum
transformation demands, multilingualism, the language question, decolonial imperatives, and redefinition
of higher education in the country. These overlapping complexities have seen the sector shifting
to innovative research that seeks to guide meaningful change. The discourse of the language question is
central in research linked to dismantling Western orientated policies in South African higher education. It
is largely skewed against monolingual, monoglossic and anglonormative ideologies. Despite policy
directive calls for the adoption of Indigenous languages for teaching and learning, English, and Afrikaans,
in some instances, continue to enjoy the role of primary medium of teaching and learning. Thus, research
based on the language discourse in Africa and South African higher education in particular is timely and
relevant. This qualitative case study explored and theorised the views of 12 bilingual/multilingual
undergraduate students, purposively selected in the faculty of education of a historically White university,
ral reproduction theory was
used to inform the study and frame data analysis. Data were gathered from the participants through semistructured
individual, face-to faceprocedure.
Findings illuminated that although the role of English is acknowledged, it diminishes effective
learning for some bilingual/multilingual students who encounter English-medium policy as a barrier to
learning. It is recommended that such students be supported in their learning through the use of
Indigenous languages as mediums of instruction.