Theorising Views of Bilingual/Multilingual Undergraduate Students on English-Medium Policy at a University in South Africa

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, on the English policy adopted at the institution. Bourdieu's social and cultural reproduction theory was used to inform the study and frame data analysis. Data were gathered from the participants through semi-structured individual, face-to face-interviews. Data analysis adopted Braun and Clarke's thematic analysis procedure. 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.