Background: The year 2020 will mark five years since the watershed #FeesMustFall protests in South Africa. This was a student-led series of protests, at campuses across the country, calling for higher education to be made accessible through free decolonised education for black people. In light of this, the time has come to ascertain how students perceive the developments in the sector following this demand, which, among other things, included a call for tertiary education to reflect the country’s multilingual context. Objective: This study explored how journalism students, at a university of technology in South Africa, perceive the multilingual teaching and learning strategies, and their influence on the culture of communication in this discipline. Method: The study employed a mixed methods sequential design, beginning with an online survey, followed by focus group discussions. A semantic thematic analysis was undertaken using a ‘top-down’ approach based on themes identified through James Carey’s theoretical framework of communication as culture. Results: The findings are that even though students have been exposed to various multilingual teaching and learning strategies, they perceive the way language is used in this discipline as perpetuating a culture of communication that is still predominantly monolingual. They see the multilingual interventions as being inadequate in addressing the challenges created by this particular culture of communication. They expressed mixed views on the influence of multilingualism on their academic performance. Conclusion: The culture of communication used in this discipline continues to make students feel out of place in lectures and higher education as a whole and perpetuates certain student-lecturer power dynamics. For journalism students in particular, this has further implications in how they perceive their professional prospects as aspiring communications practitioners.

中文翻译：

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高等教育新闻学研究中学生对多种语言的理解和交流文化

背景：2020年将是南非分水岭#FeesMustFall抗议活动以来的五年。这是由学生主导的一系列抗议活动，在全国各地的校园中呼吁通过免费的非殖民化黑人教育来普及高等教育。有鉴于此，现在是时候确定学生如何根据这一需求来了解该行业的发展了，其中包括呼吁进行高等教育以反映该国的多语言环境。目的：本研究探讨了南非理工大学新闻专业的学生如何看待多语言的教学策略以及他们对该学科中传播文化的影响。方法：该研究采用混合方法顺序设计，从在线调查开始，接下来是焦点小组讨论。基于詹姆斯·凯里（James Carey）的作为文化的传播理论框架所确定的主题，使用“自上而下”的方法进行了语义主题分析。结果：研究结果表明，即使学生接触了多种语言的教学策略，他们仍将语言在本学科中的使用方式视为一种仍主要是一种语言的交流文化。他们认为多语言干预措施不足以应对这种特殊的交流文化所带来的挑战。他们对使用多种语言对他们的学业表现产生了不同的看法。结论：在该学科中使用的交流文化继续使学生在整个演讲和高等教育中感到不适应，并使某些学生讲师的权力动力永久化。特别是对于新闻专业的学生，​​这对他们如何看待有抱负的传播从业人员的职业前景具有进一步的影响。