African Indigenous languages not enjoying parity at Higher Education Institutions: A case study of a South African University of Technology

The background and purpose of this paper are centered upon the minimal or lack of usage of African Indigenous languages at Higher Education institutions in South Africa. It investigates why these African Indigenous Languages continue to lack parity with English and Afrikaans and examines the extent to which institutions are working to elevate their status. The study used a quantitative method (a questionnaire with closed-ended questions) in collect data. Sixty (60) students (20 Males and 40 Females). The study is underpinned by critical theory, with three criteria: (explanatory, practical, and normative). The South African Constitution (1996) affirms that all 12 official languages should be given their due and constitutional status. However, 31 years later, African indigenous languages remain far from equitable use in higher education. The findings revealed that English or Afrikaans still dominates most South African Higher Education Institutions. Achieving equality for African indigenous languages at South African Higher Education institutions is an ongoing process, transitioning from extensive discussions with little advancement to a situation in which, despite challenges, these languages are steadily, though slowly, attaining their rightful place in higher education. The paper recommends a dual medium of instruction, wherein one of the languages used could be a regional African Indigenous language. The Department of Higher Education should financially support Higher Education institutions to enhance, prioritize, and encourage multilingualism. The paper contributes to global scholarship by expanding the world’s epistemological horizons, providing a novel conceptual framework, and preserving unique Indigenous Knowledge Systems. It offers novel perspectives in linguistics, philosophy, and beyond Eurocentric paradigms globally.