Language accessibility and language preference gridlocked at the University of KwaZulu-Natal

This article situates itself in the context of proposed bi/multilingual higher education policy in post-apartheid South Africa. The discussion revolves around a descriptive analysis of language-user preferences regarding a bilingual (English-isiZulu) medium of education at the University of KwaZulu-Natal (UKZN). It provides a profound picture of particular reasons behind sentiments displayed by university constituents. Three issues are highlighted: 1) implications of the current policy for staff and students; 2) results of a survey of prevailing language choices of staff and students, probing the following salient factors of both groups: language-use patterns, isiZulu proficiency, language preferences, and awareness of language policy in higher education; and 3) conclusions, implications and plausible recommendations for future policy implementation plans at UKZN. The findings of this study may have serious ramifications for language policy planning, not only at UKZN but in higher education in South Africa in general.