While many universities in the world are making provisions to include the English language in their institutional structure, the South African University of KwaZulu-Natal (UKZN) is opposing the hegemony of English in its institution. The University has launched a language policy and planning (LPP) strategy that makes provisions first to incorporate the vernacular language Zulu as language of learning and teaching, and second, to promote it as a subject. In this vein, the institution recently made an unprecedented decision for the South African higher education system. Since the first semester of 2014, a specific Zulu language module is a mandatory subject for undergraduate students who have no proficiency in the language. Although considered a watershed moment among many African language promoters, the mandatory ruling is fiercely discussed and debated in the institution and beyond. Theoretically grounded in Language Management Theory (LMT) and empirically based on semi-ethnographic fieldwork, this article examines the interplay between macro and micro language dynamics at UKZN in the context of the mandatory Zulu module. In juxtaposing interview discourses of language policy stakeholders with those of Zulu lecturers, the study reveals a stark discrepancy between macro and micro language management at this university. The article argues that this mismatch between the language policy intents and actual practices on the ground is symptomatic for South Africa’s language policy in education being shaped more by ideological interests than by pedagogical regards.

中文翻译：

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南非大学的强制性非洲语言学习

虽然世界上许多大学都在制定将英语纳入其制度结构的规定，但南非夸祖鲁-纳塔尔大学 (UKZN) 反对在其机构中使用英语霸权。大学推出了语言政策和规划 (LPP) 战略，首先规定将本土语言祖鲁语作为学习和教学语言，其次将其作为一门学科加以推广。本着这一精神，该机构最近为南非高等教育系统做出了前所未有的决定。自2014年第一学期起，特定的祖鲁语模块成为语言不熟练的本科生的必修课。尽管被许多非洲语言推动者视为分水岭，该强制性裁决在该机构内外进行了激烈的讨论和辩论。本文以语言管理理论 (LMT) 为理论基础，并以半民族志实地考察为经验基础，研究了 UKZN 在强制性祖鲁语模块背景下宏观和微观语言动态之间的相互作用。该研究将语言政策利益相关者的采访话语与祖鲁语讲师的采访话语并置，揭示了这所大学宏观和微观语言管理之间的明显差异。文章认为，语言政策意图与当地实际做法之间的这种不匹配是南非教育语言政策更多受意识形态利益而非教学考虑影响的征兆。本文以语言管理理论 (LMT) 为理论基础，并以半民族志实地考察为经验基础，研究了 UKZN 在强制性祖鲁语模块背景下宏观和微观语言动态之间的相互作用。该研究将语言政策利益相关者的采访话语与祖鲁语讲师的采访话语并置，揭示了这所大学宏观和微观语言管理之间的明显差异。文章认为，语言政策意图与当地实际做法之间的这种不匹配是南非教育语言政策更多受意识形态利益而非教学考虑影响的征兆。本文以语言管理理论 (LMT) 为理论基础，并以半民族志实地考察为经验基础，研究了 UKZN 在强制性祖鲁语模块背景下宏观和微观语言动态之间的相互作用。该研究将语言政策利益相关者的采访话语与祖鲁语讲师的采访话语并置，揭示了这所大学宏观和微观语言管理之间的明显差异。文章认为，语言政策意图与当地实际做法之间的这种不匹配是南非教育语言政策更多受意识形态利益而非教学考虑影响的征兆。本文在强制性 Zulu 模块的背景下研究了 UKZN 的宏观和微观语言动态之间的相互作用。该研究将语言政策利益相关者的采访话语与祖鲁语讲师的采访话语并置，揭示了这所大学宏观和微观语言管理之间的明显差异。文章认为，语言政策意图与当地实际做法之间的这种不匹配是南非教育语言政策更多受意识形态利益而非教学考虑影响的征兆。本文在强制性 Zulu 模块的背景下研究了 UKZN 的宏观和微观语言动态之间的相互作用。该研究将语言政策利益相关者的采访话语与祖鲁语讲师的采访话语并置，揭示了这所大学宏观和微观语言管理之间的明显差异。文章认为，语言政策意图与当地实际做法之间的这种不匹配是南非教育语言政策更多受意识形态利益而非教学考虑影响的征兆。