^{Professor Pule Alexis Phindane  (centre)is congratulated by Prof. David Ngidi, DVC: Teaching and Learning (left) and Prof. Wendy Setlalentoa, acting DVC: Research, Innovation and Engagement (right).}

The Central University of Technology, Free State (CUT) celebrated a momentous occasion on 15 May 2025, inaugurating Professor Pule Alexis Phindane into full professorship. This significant milestone in his distinguished academic journey reflects his commitment to advancing African languages. It marks a pivotal moment in the language, identity, and decolonisation discourse in South African education.

When delivering his thought-provoking lecture, Professor Phindane critically assessed the status of African languages in South Africa’s education system three decades after the advent of democracy. The lecture, grounded in a qualitative research approach, examined the philosophical and policy dimensions of language use in higher education, uncovering a persistent dominance of colonial language ideologies.

Titled “Language, Power, and Decolonisation: Reimagining African Languages in Democratic South Africa”, the lecture explored how linguistic imperialism continues to shape the educational landscape. Drawing on the conceptual frameworks of Linguistic Imperialism and Policy Analysis, he argued that despite the democratic dispensation and the promulgation of progressive language policies, such as the 2002 Language Policy for Higher Education, English remains the de facto language of instruction, research, and institutional communication.

Based on document review and policy analysis, he revealed a troubling disconnect between policy and practice. While the post-apartheid government has made strides in recognising indigenous languages, implementation has been superficial and inconsistent. “Institutions that fail to comply with language policies face no consequences, perpetuating a cycle of neglect and marginalisation of African languages. The philosophical underpinnings of our education system are still deeply entrenched in Western epistemologies. This not only undermines the legitimacy of African knowledge systems but also alienates students whose linguistic and cultural identities are not reflected in the curriculum,” he said.

The lecture emphasised that language is not purely a tool for communication but a carrier of culture, identity, and worldview. “As such, the marginalisation of indigenous languages is a form of epistemic violence that hinders the broader project of decolonisation. Parents and teachers need to be exposed to information concerning the value of using African languages as a medium of instruction. He added that we need to change parents', teachers', and learners’ perceptions of favouring English over their first languages,” he added.

         ^{Prof. Phindane’s family came in numbers to support and celebrate his milestones.}

Prof. Phindane called for a comprehensive and enforceable implementation of language policies supported by adequate resources, institutional accountability, and, most importantly, a shift in societal attitudes. He emphasised the need for universities to become sites of linguistic justice, where African languages are preserved and developed as mediums of instruction and scholarly inquiry. “Policymakers should open a platform for a debate on African language teaching so that stakeholders can be aware of the importance of teaching in African languages.”

In closing arguments, he urged policymakers, educators, and scholars to move beyond symbolic recognition and commit to meaningful transformation. “Decolonisation is not a metaphor; it begins with language,” he concluded.