The global spread and hegemony of English as a medium of teaching, learning and research has come to be closely associated with neoliberalisation of higher education in the universities across the world, and has negatively impacted on epistemic issues, especially in Global South universities. No permanent solution has been found on challenges of…

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework…

This article presents a systematic review of research on language and multilingualism in mathematics education published in the South African journal Pythagoras from 1994 to 2021. This time frame was chosen as the year 1994 marked the acknowledgement of 11 official languages in the new democratic South Africa (including 9 indigenous languages),…

Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of…

The article seeks to formulate a comparative framework that explains the uneven development of schooling in Cyprus and Singapore during the British colonial rule. It specifically focuses on the moment of transition to independence and on the role played by ideas and the interaction of ideas in the evolution of social institutions. The overall…

Despite improvements in educational provision in South Africa since 1994, the opportunities for learners from historically under-resourced schools to gain access to powerful English resources remain limited and unequal (Prinsloo 2012). In this article I will provide a detailed description of literacy practices in a township high school in Cape…

Disparities emanating from South Africa's apartheid history still pose a number of challenges to the country, especially in education. Since the transition to democracy in 1994, the prescribed government school curriculum has undergone several revisions in an endeavour to set standards and provide instruction of a high quality. On the language…

Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its…

Approximately five million English Language Learners (ELLs) attend public schools in the United States. Because the majority of ELLs tend to live in immigrant families, schools become the means to provide ELLs with the English skills necessary to be competent in school and in life. Federal and state policies regarding instructional arrangements…

The paper interrogates the issue of language and social justice in South Africa's higher education using quantitative and qualitative data collected at the University of the Free State (UFS). Data were collected using questionnaires. Through purposive sampling based on South African and UFS demographics, 120 questionnaires were administered to UFS…

South African universities are required by the Language Policy for Higher Education adopted by the government on 6 November 2002 to implement multilingualism in their learning and teaching programmes. Multilingualism is recommended in this policy as a means to ensure equity of access and success in higher education, in contrast to past colonial…