Analysing the linguistic landscape and status of indigenous languages at Wits School of Education

Abstract

This study examines the linguistic landscape of the Wits University School of Education campus, with a focus on the representation and status of indigenous languages, specifically isiZulu and Sesotho, within the framework of the institution’s multilingualism policy. Employing a sociolinguistic framework, the research utilises qualitative methods, including observational analysis of campus signage, promotional materials and informal communication, as well as questionnaires administered to students. The findings reveal a significant underrepresentation of isiZulu and Sesotho across the campus’s visual and auditory landscape, with English dominating as the primary medium of communication. This imbalance reflects a misalignment between the university’s multilingualism policy and its practical implementation, suggesting that institutional priorities maintain the marginalisation of indigenous languages. These results highlight how the linguistic landscape influences the identity and sense of belonging of indigenous language speakers in the higher education environment. The study emphasises the importance of addressing these disparities to foster an inclusive academic space that respects and promotes the linguistic and cultural heritage of the diverse South African communities.