​Students at Stellenbosch University have more options, more access and a better future as a result of the institution's approach to language, writes Dr Leslie van Rooi, Senior Director: Social Impact and Transformation,​ in an article for Netwerk24 (13 May).

• Read the translated version of the piece below.

SU’s approach to language offers students a better future

Leslie van Rooi*

On Monday 10 May 2021 members of Council from Stellenbosch University (SU) provided the South African Human Rights Commission (HRC) with input. This input relates to a few complaints received by the HRC, which alleged that SU has prohibited students from using Afrikaans in a social context.

The session itself, the questions asked and the information that could be shared, help us to understand the complexity and necessity of such a session. Some of the points relating thereto, stood out for me.

Context matters

Again and again during the hearing it was heard that context matters. To take context into consideration does not mean that personal experiences are invalid. But it helps us to understand that experience is relative to the specific circumstances and that others' experiences may differ from one's own. It also helps us to understand what the intentions were and what had led to an action.

It also means that an event in this specific space and time cannot be true everywhere and for ever. It also cannot just be arbitrarily linked to other cases that are ostensibly the same. The lens of context should help us to understand the subtler nuances and to take those into consideration. At the same time it should help us to send out the right signals, in context, that would lead to good and beneficial behaviour.

What is meant by inclusivity?

In preparation for and during the hearing, I (and others) had to rethink what is meant by inclusivity and whether we could be so inclusive that we could possibly exclude ourselves. It, therefore, makes sense to ask the question as to what South Africans mean by this term and how this should play out on our campuses.

We choose inclusivity as the word to describe that we should be making an effort to understand one another, to embrace one another and to learn from one another as equals. It helps us to understand that our differences do not determine that we should be separate, but that we actually need one another in order to understand, celebrate and share our uniqueness. It helps me to understand that I have certain rights and that I cannot be deprived of those rights by others. It also helps me to see that my rights and responsibilities are always in relation to other rights – and the rights and responsibilities of others. Inclusivity is not something general or passive. It is also not something simple or cheap. It definitely does not mean that you always have to adapt to the majority.

And as complex as it is to realise inclusivity in our diversity in South African society, it is just as complex on a university campus. This means that we will have to call one another back to the table to talk once more, and to try once more, and to try to find one another once more. This is, after all, what the hope of a 'new' South Afrika is built on.

This understanding of inclusivity is, perhaps, the best counter to 'oppression' of one group by another. That is why it may never lead to exclusion.

How do we do multilingualism?

The current language policy of SU (2016), as well as the proposed revised language policy, was built on the principle of multilingualism. Although the focus is on the three languages mostly spoken and understood by communities in the Western Cape, it also confirms the richness of other languages and language communities here and elsewhere.

It asks that my mother tongue should take her place within the context of at least two other languages. And still more. That we have to realise that we sometimes have to find and understand one another in a second or third language. Here the practical feasibility, especially within the context of learning and teaching, will always have to be taken into consideration.

Multilingualism also demands that every one of us make an effort to understand at least some part of the existential world of the other language community. This does not mean that we have to favour one of the three languages under all circumstances and too bad for the rest. Because language is not only a means of communication. The most important thing is, after all, to find and understand one another. That is why it is wonderful to hear one another's languages and, where necessary, to listen to one another in a common language. This is something South Africans understand very well.

What does a university community expect from student leaders?

At any university, the student leaders play an important role in management, not only of the student community, but also of the university itself. This is also the case at SU. Student leaders' participation in management takes place within the complexities of our time. That is why everything does not always turn out right. But this is part of the process of education.

And when something goes wrong, it is good to talk to one another. This is exactly what has been happening in various SU residences since the middle of March. We have to talk about the experiences and complaints of students, so that we can understand the facts and find one another. That is how we repair relationships. This is based on the shared values at SU.

Where punishment is involved, it should at best be something that repairs, and brings restitution and moments of learning.

Because our student leaders are under increasing social pressure to lead and support their peers in challenging circumstances, we support them through training and guidance.

We have to help one another to try again, to repair and make right, so that we can listen, learn and live – this is an important part of the teaching and learning at a university.

What about the future?

Afrikaans is one of the official languages of our country. It is a language that, in its variety, belongs to the larger and very diverse Afrikaans language community. Moreover, it is a language that could enrich the other language communities.

This is why SU should continue discussions with our stakeholder communities, such as other organisations, partners and role players that wish to promote language diversity in an inclusive manner, just like SU. If we have this goal in common, we have to help one another to reach it.

This is why it is good that SU is being questioned by the HRC. SU is also committed to working with the HRC to promote multilingualism within the context of a university community with various challenges and possibilities. In this way SU can fulfil its role as a national asset in service of the whole country and its people even better – especially to the benefit of young people who have to take their places in our diverse society and build the future alongside others.

We are confident that SU's students have more options, more access and a better future as a result of our approach to language.

*Dr Leslie van Rooi is the Senior Director: Social Impact and Transformation at Stellenbosch University.

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