E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Adekunle, T., G. Mheta, and M. Rapeane-Mathonsi. “Exploring Linguistic Landscapes in Selected South African Universities: A Case Study of the University of Cape Town and the University of the Western Cape.” Stellenbosch Papers in Linguistics Plus 56, no. 1 (2019): 123–53.

Adriosh, Mohamed M, and Ozge Razi. “Investigating Nigerian University Students’perception Towards English Language Dominance Over Their Indigenous Languages.” The Eurasia Proceedings of Educational and Social Sciences 5 (2016): 206–13.

Ahmed, Shameem. “Attitudes towards English Language Learning among EFL Learners at UMSKAL.” Journal of Education and Practice 6, no. 18 (2015): 6–16.

Airey, John, Karen M Lauridsen, Anne Räsänen, Linus Salö, and Vera Schwach. “The Expansion of English-Medium Instruction in the Nordic Countries: Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals?” Higher Education 73, no. 4 (2017): 561–76.

AL-Khalil, Eman Abdulsalam. “The Role of English in Present Day Higher Education.” In Book of Proceedings, 172, 2015.

Alexander, Neville. Thoughts on the New South Africa. Jacana Media, 2013.

Alnasser, Suliman M N. “Exploring English as a Foreign Language Instructors’ Self-Derived English Language Policies at Higher Education Level: A Case Study in the Saudi Context.” In Frontiers in Education, 7:865791. Frontiers Media SA, 2022.

Babane, Morris Thembhani, and Mzamani Johannes Maluleke. “The Role of Multilingualism in an Academic Milieu at a Selected South African University.” South African Journal of African Languages 40, no. 1 (2020): 47–52.

Bagwasi, Mompoloki Mmangaka. “Education, Multilingualism and Bilingualism in Botswana.” International Journal of the Sociology of Language 2021, no. 267–268 (2021): 43–54.

Boakye-Yiadom, Mica Michael, and Kofi Opoku Donkor. “Asante Stool Carvings and Their Cultural Significance in Ghana.”  Journal of African Art Education, 2022.

Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101.

Buckband, Cory. “Three Languages, Many Multilingualisms: Exploring the Cultural Production of Eliteness in a Trilingual Elementary Charter School.” Arizona State University, 2024.

Bukve, Trude. “Students’ Perspectives on English Medium Instruction: A Survey-Based Study at a Norwegian University.” Nordic Journal of English Studies 17, no. 2 (2018): 215–42.

Burton, Jennifer, Wales Wong, and Shakina Rajendram. “Translanguaging for Critical Multilingual Language Awareness: Preparing Teacher Candidates to Support Multilingual Learners in Classrooms.” International Multilingual Research Journal 18, no. 3 (2024): 208–31.

Chen, Le. “Problematising the English-Only Policy in EAP: A Mixed-Methods Investigation of Chinese International Students’ Perspectives of Academic Language Policy.” Journal of Multilingual and Multicultural Development 41, no. 8 (2020): 718–35.

Deniz, Esma Biricik, Yonca Özkan, and Yasemin Bayyurt. “English as a Lingua Franca: Reflections on ELF-Related Issues by Pre-Service English Language Teachers in Turkey.” The Reading Matrix: An International Online Journal 16, no. 2 (2016): 144–61.

Dewaele, J. M. “Bilingualism and Multilingualism. K. Tracy, C. Ilie, & T. Sandel (Eds.), The International Encyclopedia of Language and Social Interaction (pp. 1- 11).” John Wiley & Sons, Inc. https://doi. org/10.4324/9780367854850-2, 2015.

Djorbua, Charles, Elizabeth Orfson-Offei, and Jemima Asabea Anderson. “The Role of English as Medium of Instruction in Lower Primary Schools in a Selected Community in Ghana.” Journal of Multilingual and Multicultural Development 45, no. 5 (2024): 1552–65.

Dobinson, Toni, Stephanie Dryden, Sender Dovchin, Qian Gong, and Paul Mercieca. “Translanguaging and ‘English Only’ at Universities.” TESOL Quarterly 58, no. 1 (2024): 307–33.

Doochin, David. “English as an International Universal Language.” Babbel Magazine, 2019.

Dörnyei, Zoltan. “Communicative Language Teaching in the Twenty-First Century: The ‘Principled Communicative Approach.’” Meaningful Action: Earl Stevick’s Influence on Language Teaching, 2013, 161–71.

Dwinata, Erna. “Language and Perception.” BRIGHT: A Journal of English Language Teaching, Linguistics and Literature 1, no. 1 (2018).

Emsley, Maletsema Ruth, and Mokgadi Asnath Modiba. “Multilingualism in South African Universities Is a Fallacy: A Critical Realist Perspective.” African Perspectives of Research in Teaching and Learning 8, no. 3 (2024): 150–67.

England, Andrew. “Quantitative and Qualitative Research Methods.” In Research for Medical Imaging and Radiation Sciences, 71–96. Springer, 2022.

Galloway, Nicola, Takuya Numajiri, and Nerys Rees. “The ‘Internationalisation’, or ‘Englishisation’, of Higher Education in East Asia.” Higher Education 80, no. 3 (2020): 395–414.

Granpeesheh, Doreen, Jonathan Tarbox, Adel C Najdowski, and Julie Kornack. Evidence-Based Treatment for Children with Autism. Elsevier, 2014.

Gupta, Nandini. “English Language Policy in Multilingual Societies: Challenges and Opportunities.” Journal of International English Research Studies (JIERS),1,no.2(2023):46–53.

Hasanah, Nurul, and Pratiwi Tri Utami. “Emerging Challenges of Teaching English in Non-Native English-Speaking Countries: Teachers’ View.” English Language Teaching Educational Journal 2, no. 3 (2019): 112–20.

Hendus, Ulrike. “‘See Translation’: Explicit and Implicit Language Policies on Facebook.” Language Policy 14, no. 4 (2015): 397–417.

Hudson, Bob, David Hunter, and Stephen Peckham. “Policy Failure and the Policy-Implementation Gap: Can Policy Support Programs Help?” Policy Design and Practice 2, no. 1 (2019): 1–14.

Hultgren, Anna Kristina, Christian Jensen, and Slobodanka Dimova. “English-Medium Instruction in European Higher Education: From the North to the South.” English-Medium Instruction in European Higher Education 3 (2015): 1–15.

Hussain, Sajjad, Muhammad Nawaz, and Muhammad Issa. “Impact of Medium of Instruction on Learning Outcomes at Tertiary Level: A Study on English Language Barriers in Baltistan, Pakistan.” Journal of Contemporary Trends and Issues in Education 4, no. 1 (2024): 17–45.

Jan, Habibullah, and Arsh Alam. “Students’ Perceptions of English as a Medium of Instruction (EMI) in Non-English Major Course.” Transformative Pedagogies 1, no. 5 (2025): 8–15.

Jiang, Li, Lawrence Jun Zhang, and Stephen May. “Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and Students’ Learning Motivation and Needs.” International Journal of Bilingual Education and Bilingualism 22, no. 2 (2019): 107–19.

Jimenez, M M D, L J M Comison, B B Dionio, A S Clarin, and J H Vallejo. “Challenges Encountered by College Students in Academic Writing.” International Journal of Research and Innovation in Social Science 8, no. 3 (2024): 1440–51.

Jones, Bryn. “Translanguaging in Bilingual Schools in Wales.” Journal of Language, Identity & Education 16, no. 4 (2017): 199–215.

Kamwangamalu, Nkonko M. “Language Policy and Mother-Tongue Education in South Africa: The Case for a Market-Oriented Approach.” Georgetown University Round Table on Languages and Linguistics, 2000, 119–34.

Kaplan, Robert B, Richard B Baldauf Jr, and Nkonko Kamwangamalu. “Why Educational Language Plans Sometimes Fail.” Current Issues in Language Planning 12, no. 2 (2011): 105–24.

Klapwijk, Nanda, and Christa Van der Walt. “English-plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes towards Languages of Instruction in a Multilingual Environment.” Journal of Language, Identity & Education 15, no. 2 (2016): 67–82.

Leibowitz, Brenda. “The Problems with Language Policy and Planning.” Journal of Language, Identity & Education 14, no. 1 (2015): 36–49.

Liu, Yang, and Fan Fang. “Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language.” RELC Journal 53, no. 2 (2022): 391–99.

Mabokela, Reitumetse Obakeng, and Yeukai Angela Mlambo. “Access and Equity and South African Higher Education: A Review of Policies after 20 Years of Democracy.” Comparative Education Review 61, no. 4 (2017): 780–803.

Madadzhe, Richard N. “Using African Languages at Universities in South Africa: The Struggle Continues.” Stellenbosch Papers in Linguistics Plus 2019, no. 58 (2019): 205–18.

Mazak, Catherine M. “1. Introduction: Theorizing Translanguaging Practices in Higher Education.” Translanguaging in Higher Education, 2016, 1–10.

McCarty, Teresa L., and Stephen May. Language Policy and Political Issues in Education. Springer New York, 2017.

McNeely, Connie L. “Prescribing National Education Policies: The Role of International Organizations.” Comparative Education Review 39, no. 4 (1995): 483–507.

Mehmood, Khalid, Shumaila Memon, and Fayaz Ali. “Language Barriers to Effective Communication in Speaking English: A Phenomenological Study of Pakistan International Cricketers.” Pakistan Languages and Humanities Review 8, no. 1 (2024): 107–14.

Milligan, Lizzi O., and Leon Tikly. “English as a Medium of Instruction in Postcolonial Contexts: Moving the Debate Forward.” Comparative Education. Taylor & Francis, 2016.

Mudau, Paul. “Decentralisation and Constitutionalism in Africa: A Comparative Analysis of South Africa and Zimbabwe,” 2019.

Munyai, Anzanilufuno, and Moses Retselisitsoe Phooko. “Is English Becoming a Threat to the Existence of Indigenous Languages in Institutions of Higher Learning in South Africa?” De Jure Law Journal 54, no. 1 (2021): 298–327.

Mutasa, Davie E. “Language Policy Implementation in South African Universities Vis-à-Vis the Speakers of Indigenous African Languages’ Perception.” Per Linguam: A Journal of Language Learning= Per Linguam: Tydskrif Vir Taalaanleer 31, no. 1 (2015): 46–59.

Mzangwa, Shadrack T. “The Effects of Higher Education Policy on Transformation in Post-Apartheid South Africa.” Cogent Education 6, no. 1 (2019): 1592737.

Nag, Sonali, Shaher Banu Vagh, Katrina May Dulay, and Margaret J Snowling. “Home Language, School Language and Children’s Literacy Attainments: A Systematic Review of Evidence from Low‐and Middle‐income Countries.” Review of Education 7, no. 1 (2019): 91–150.

Naidoo, Shamila, Roshni Gokool, and Hloniphani Ndebele. “The Case of IsiZulu for Non-Mother Tongue Speakers at the University of KwaZulu-Natal, South Africa–Is the Compulsory Language Module Promoting Social Cohesion?” Journal of Multilingual and Multicultural Development 39, no. 4 (2018): 356–68.

Nekvapil, Jiří, and Tamah Sherman. “An Introduction: Language Management Theory in Language Policy and Planning.” International Journal of the Sociology of Language 2015, no. 232 (2015): 1–12.

Ngidi, Sizakele A, and Elliot M Mncwango. “University Students’ Perspectives on an English-Only Language Policy in Higher Education.” The Journal for Transdisciplinary Research in Southern Africa 18, no. 1 (2022): 1189.

Nkosi, Zinhle P. “IsiZulu as a Vehicle towards Teaching and Conducting Research in Higher Education: Challenges and Prospects.” South African Journal of African Languages 37, no. 2 (2017): 225–33.

Ntshauba, K.T. “ How Using English as the Medium of Instruction Affects Teaching and Learning at a TVET College: Lecturers and Students’ Experiences .” University of South Africa (South Africa), 2024.

Owu-Ewie, Charles. “The Language Policy of Education in Ghana: A Critical Look at the English-Only Language Policy of Education.” In Selected Proceedings of the 35th Annual Conference on African Linguistics, 76–85. Cascadilla Proceedings Project Somerville, MA, 2006.

Palmiero, Phyllis. “Best Practices in University Governance.” Senate Finance Committee. Roundtable Discussion-March 3 (2006): 2006.

Pandarangga, Salmon. “Received: 12th May 2015; Revised: 19 Th August 2015; Accepted: 25 Th October 2015.” Education 2, no. 2 (2015): 188–201.

Phaahla, Pinkie. “Indigenous African Languages as Agents of Change in the Transformation of Higher Education Institutions in South Africa: Unisa.” Nordic Journal of African Studies 23, no. 1 (2014): 26.

Plüddemann, Peter. “Unlocking the Grid: Language-in-Education Policy Realisation in Post-Apartheid South Africa.” Language and Education 29, no. 3 (2015): 186–99.

Rammala, J R. “Language Planning and Social Transformation in the Limpopo Province: The Role of Language in Education (South Africa),” 2004.

Romaine, Suzanne. “Language Endangerment and Language Death.” The Routledge Handbook of Ecolinguistics. Routledge, 2017.

Rose, Heath, Ernesto Macaro, Kari Sahan, Ikuya Aizawa, Sihan Zhou, and Minhui Wei. “Defining English Medium Instruction: Striving for Comparative Equivalence.” Language Teaching 56, no. 4 (2023): 539–50.

Rudwick, Stephanie. “Language, Africanisation, and Identity Politics at a South African University.” Journal of Language, Identity & Education 17, no. 4 (2018): 255–69.

Sadeghi, Karim, and Jack C Richards. “Teaching Spoken English in Iran’s Private Language Schools: Issues and Options.” English Teaching: Practice & Critique 14, no. 2 (2015): 210–34.

Sadiku, Lorena Manaj. “The Importance of Four Skills: Reading, Speaking, Writing, Listening in a Lesson Hour.” European Journal of Language and Literature 1, no. 1 (2015): 29–31.

Sahan, Kari, Nicola Galloway, and Jim McKinley. “‘English-Only’English Medium Instruction: Mixed Views in Thai and Vietnamese Higher Education.” Language Teaching Research 29, no. 2 (2025): 657–76.

Shinga, Sibongile, and Ansurie Pillay. “Why Do Teachers Code-Switch When Teaching English as a Second Language?” South African Journal of Education 41, no. sup1 (2021): S1–7.

Sokoyet, Mzee. “Effects of Code Switching in English Language Teaching in Public Primary Schools among the Maasai in Tanzania: A Case Study of Simanjiro District Council.” Mzumbe University, 2018.

Stentiford, Lauren, and George Koutsouris. “Critically Considering the ‘Inclusive Curriculum’in Higher Education.” British Journal of Sociology of Education 43, no. 8 (2022): 1250–72.

Teh, Albert Chenwi. “Students’ Perspectives on Multilingualism: A Case Study of One South African Higher Education Institution.” Doctoral thesis, Walter Sisulu University, viewed 16 November 2025, from…, 2024.

Vulchanova, Mila, Valentin Vulchanov, Isabella Fritz, and Evelyn A Milburn. “Language and Perception: Introduction to the Special Issue ‘Speakers and Listeners in the Visual World.’” Journal of Cultural Cognitive Science 3, no. 2 (2019): 103–12.

Wei, Qi. Language Practice in Chinese American Families Raising a Child with Autism: Relations between Language Exposure, Language Strategies, and Child Bilingual Acquisition. University of Oregon, 2022.

Wiley, Terrence G, and Ofelia García. “Language Policy and Planning in Language Education: Legacies, Consequences, and Possibilities.” The Modern Language Journal 100, no. S1 (2016): 48–63.

Witt, Marike De, and Nora E. Saneka. “Barriers and Bridges between Mother Tongue and English as a Second Language in Young Children.” South African Journal of Childhood Education 9, no. 1 (2019): 1–8.

Zhang, Jiani. “The Impact of the Learning Environment on English Language Learning.” Journal of Education, Humanities and Social Sciences 23 (2023): 69–72.

Zikode, Noluthando Purity. “An Evaluation of the Implementation of the Language Policy for Higher Education: African Languages as Medium of Instruction at Selected South African Universities.” University of Pretoria (South Africa), 2017.

Mr Thato Kwarare is a lecturer and researcher at North-West University, Mahikeng Campus. His areas of specialisation include Language in Education Policy and Academic Literacy. He holds a Master’s degree in English from North-West University, Mahikeng Campus. He has published one research article in an academic journal.

Dr Malephole Sefotho is a Senior Lecturer and Head of the English Department at North-West University, South Africa. She holds a PhD in Applied Language Studies from the University of the Witwatersrand. Her research is situated in Sociolinguistics and Applied Linguistics, with a focus on multilingualism, translingualism, Ubuntu translanguaging, and language policy in education. She has published in national and international journals on linguistic diversity, raciolinguistic ideologies, and the pedagogical integration of artificial intelligence in multilingual contexts. Her work advances critical engagements with language, identity, and equity, advocating for the recognition and utilisation of diverse linguistic repertoires in teaching and learning.

Kwarare, Thato & Malephole Sefotho. “Examining students’ perceptions of the exclusive use of English as the Language of Teaching and Learning (LoTL) at the North-West University, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2462 – 2480 https://doi.org/10.38159/ehass.20267820