publisher
Multilingualism with English in students’ language choices: online–offline nexus, language repertoires, and normativity in computer-mediated communication
- Source
- Frontiers in Education
- Published
- Last verified
- 27 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Policy & Regulation, Technology & Data
Executive summary
What happened, and why should leadership care?
Research conducted on South African higher education indicates a significant disconnect between the diverse language repertoires of students in online learning environments and the established linguistic norms, policies, and teaching practices. The study highlights how multilingualism, particularly with English, manifests in computer-mediated communication and reveals substantial gaps between current policy and practical language use among students.
Why this matters
Why is this strategically important?
This analysis is critical for institutions operating in diverse linguistic environments, as it underscores potential inefficiencies and inequities arising from misaligned language policies and educational practices. Recognizing and adapting to students' actual language repertoires can enhance learning outcomes, engagement, and operational effectiveness in digitally mediated education.
Key insights
What should be noted from the evidence?
- A multilingual shift is observed among students in South African higher education.
- Student language repertoires in online learning are not adequately recognized by current standards, norms, language policies, and teaching methodologies.
- Analysis of online discussion forums and student survey responses shows an intersection between offline and online language use, incorporating multilingualism with English.
- The study identifies the instantiation of language choices and norms within computer-mediated communication.
- Significant policy and practice gaps exist due to a tenuous relationship between student language use and institutional frameworks.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication