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By Johnathan Paoli
The Basic Education Department has praised the transformative potential of Mother Tongue-based Bilingual Education (MTbBE) in combating the linguistic legacy of the country’s past, calling for the facilitation of African languages in shaping identity, academic success and social justice.
The department, in partnership with the University of the Western Cape (UWC) and several leading education and literacy organisations, hosted the inaugural Language Our Freedom dialogue, which brought together learners, teachers, policymakers, artists and activists to confront South Africa’s enduring language inequities in education.
“This dialogue is important because we are accounting to the public what we’ve done, what we still need to do and why this matters. We must talk openly about the experiences of learners, teachers and parents. Only then can we overcome the stigma that has trapped mother tongue education in the legacy of Bantu Education,” said Naledi Mbude-Mehana, deputy director-general for transformation programmes at the department.
South Africa’s multilingual policy, though progressive on paper, still leaves many learners behind.
Currently, only Afrikaans and English speakers access education in their mother tongue beyond Grade 3.
“We are trying to fix that. All children, isiXhosa, Sesotho, Kaaps, isiZulu, and more, deserve the same privilege. This is about linguistic justice,” said Mbude-Mehana.
Basic Education Minister Siviwe Gwarube sent a message of support to the dialogue.
“Language is not just communication, it is memory, dignity, identity. The youth of 1976 were not just fighting Afrikaans; they were fighting for their voices. Today, language still determines who thrives and who is left behind. We are making MTbBE a priority of this seventh administration to change that,” Gwarube said.
The event reflected this commitment through a rich agenda, covering topics like rethinking language in education policy, reclaiming linguistic heritage, and bridging basic and higher education.
Panels featured insights from academics, learners and policy leaders, blending scholarly rigor with lived experience and cultural expression.
Senior lecturer in African Language Studies at the University of the Western Cape, Sebolelo Mokapela, highlighted the intellectual richness of indigenous languages.
“We are not just preserving culture, we are producing new knowledge. Every time a learner learns in their home language, they are being intellectually affirmed,” Mokapela said.
National chairperson of the parliamentary committee on basic education, Joy Maimela, called for a fast-tracked, inclusive implementation of MTbBE, saying language remained a critical barrier to learning in post-apartheid South Africa.
“Linguistic justice isn’t just a pedagogical concern. It is a constitutional and moral imperative. When we deny learners access to education in their home languages, we effectively deny them equal opportunities, we undermine their identity, we marginalise their cultures and we perpetuate historical injustices,” Maimela said.
She stressed the importance of confronting the colonial and apartheid legacies that continued to shape the language of instruction in schools, challenging lawmakers and educators alike to confront deep-seated biases.
“Parents often take pride when their children only speak English. That’s the success of apartheid thinking. Our own languages have been devalued. But today, we say: enough,” she said.
Funda Wande head of programmes Zolani Metu reinforced the practical value of MTbBE.
“We see the data. When children learn to read in their home language, they grasp concepts faster, especially in maths and science. It’s a foundational shift with generational impact,” Metu said.
One of the highlights was the discussion on Kaaps (Afrikaaps), a historically marginalised variety spoken in the Western Cape.
Quentin Williams, founder of the Society virrie Advancement van Kaaps, previewed the forthcoming Trilingual Dictionary of Kaaps.
“Naming our language is reclaiming our identity. Kaaps is not slang; it is a fully formed linguistic system with history, rules and soul. This is about restoring dignity,” Williams said.
Cultural organisation and digital library TAQA’s Tsepang Khoboko shared how technology could bridge linguistic gaps.
“Tech can democratise access to education, but only if the content reflects our languages and realities. Language justice must be embedded in the digital future,” Khoboko said.
The department pledged to scale MTbBE as a strategic priority.
While pilot programmes have shown success, full implementation faces challenges, including teacher training, material development and community buy-in.
Mbude-Mehana explained that the department needed parents, school governing bodies and learners to understand that bilingual education meant better learning, not language exclusion.
Maimela reaffirmed Parliament’s oversight role, vowing to take the issue further.
“Once this report lands on our desks, we will act. We will legislate, fund, and monitor. Because our languages are not just our freedom, they are our future,” she said.
INSIDE EDUCATION