Digitally mediated teaching and learning and linguistic inclusivity at Walter Sisulu University: Towards a culturally responsive digital learning environment

Abstract

This study examines the role of digital communication in promoting linguistic inclusivity at Walter Sisulu University (WSU), exploring how digital platforms and technologies are utilised to support linguistically diverse students within the institution. As a historically significant university in South Africa, WSU is home to a variety of linguistic communities, many of whom speak indigenous languages that are often marginalised in higher education contexts. This study investigates how digital communication tools, such as online learning platforms, social media and university-specific digital resources, can either facilitate or hinder linguistic inclusivity for students from diverse language backgrounds. Drawing on institutional practices and interviews, the study explores the challenges posed by language barriers, the digital divide and the need for culturally responsive digital strategies. The study adopts a qualitative case study design and draws on semi-structured interviews with 14 students and six academic staff members at WSU, as well as the analysis of institutional digital policy and learning materials. Data were analysed thematically to identify patterns relating to language use, access and pedagogical practices in digital spaces.
Contribution: The findings highlight the importance of developing accessible and inclusive digital communication frameworks at WSU to ensure that all students, regardless of their linguistic heritage, have equitable access to educational opportunities. The study also offers recommendations to enhance linguistic inclusivity in digital spaces at WSU, thereby contributing empirical, context-specific insights into how South African universities can operationalise linguistic inclusivity within digital learning environments.