Multilingualism with English in students’ language choices: online–offline nexus, language repertoires, and normativity in computer-mediated communication

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 it matters

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

• 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.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1686726