The legacy of colonial language ideologies continues to cast multilingualism as inferior while elevating monolingual, standardised languages like “standard” English and Afrikaans as the benchmark of superiority. This mindset undermines the rich tapestry of indigenous multilingualism in South Africa. The marginalisation and suppression of indigenous languages, such as Afrikaaps, have perpetuated the influence of standardised colonial languages, shaped people’s language choices and led to identity assimilation. Consequently, many speakers grapple with a conflict over their sense of identity, cultural heritage, and connection to their indigenous communities.
Indigenous language speakers often confront both external discrimination and internalised prejudices that portray their languages as inferior, informal, or uneducated. This challenge resonates with my own journey with Afrikaaps and reflects the experiences shared by participants in my study. As a Coloured bilingual speaker of English and Afrikaaps, who in former years only claimed to be an English language speaker, my path with Afrikaaps has evolved from one of struggle to one of reclamation and empowerment. My postgraduate studies have deepened my appreciation for the profound significance of Afrikaaps, allowing me to transform my previously stigmatised ideas and holistically embrace Afrikaaps as an integral part of my identity.
This exploration culminated in my master’s thesis, titled “Exploring the Positioning of Multilingual Kaaps and Cape Flats English-Speaking University Students’ Linguistic Choices and Identities.” This study seeks to shed light on the enduring influence of colonialism in post-apartheid South Africa, revealing how existing language ideologies perpetuate the dominance of standardised languages while affecting indigenous languages and their speakers. It also examines how these ideologies shape attitudes toward Afrikaaps’ and Cape Flats English, influencing the identities that students construct and navigate.
In my ongoing research study, I have identified several key themes, such as, among others, the intricate racial dynamics of being perceived as “Coloured” in post-colonial South Africa, often situated in an “in-between” space. A significant aspect of this is the connection between Afrikaaps and Coloured culture, where Afrikaaps function both as a marker of Coloured identity and as a means of challenging essentialist notions of race and ethnolinguistic characteristics. This underscores the diverse voices present within Afrikaaps. Additionally, I examine the paradox of an English-medium, predominantly white institutional environment that can simultaneously reinforce monolingual ideologies and identities while providing opportunities to engage with concepts of coloniality and the marginalisation of indigenous languages, such as Afrikaaps.
To advance research on Afrikaaps, we must raise awareness by examining how indigenous languages are perceived through a decolonial lens. It is crucial to deconstruct the significant influence that colonialism has had on language choices and the formation of linguistic identities among multilingual indigenous speakers. Drawing on insights from my research participants, we can effectively raise awareness and work towards eradicating the stigma surrounding Afrikaaps through accessible workshops and seminars in communities, educational institutions, and workplaces. These initiatives should illuminate the rich history and profound significance of Afrikaaps.
Education serves as a powerful tool in this endeavour. By teaching students about the history of Afrikaaps and Coloured culture from a decolonial perspective, we can foster a deeper understanding and appreciation of the language. This includes integrating Afrikaaps into lesson content and implementing inclusive language policies in classrooms, especially Afrikaans classes. Furthermore, promoting literature in Afrikaaps and ensuring its availability in both public and academic spheres are critical steps towards dismantling the stereotypes associated with the language. By incorporating Afrikaaps into academic settings and producing relevant research and educational materials, we can cultivate wider acceptance and use of Afrikaaps in formal spaces, ultimately preserving its legacy. By acknowledging the historical context and addressing the systemic power dynamics that have marginalised indigenous languages and communities, we can drive efforts towards revitalisation, destigmatisation, and preservation.
Written by Salaamah Ariefdien, Student Teacher and UCT Masters in Education Postgraduate Student
