Heather Jane Smith experienced isolation in her early childhood in the United Kingdom because of her Canadian accent. She then decided to work in Zimbabwe, and back in Newcastle, she focused on the negative prejudices that prevailed regarding multiculturalism in education, taking into account British values and national security, and the growing racist nativist discourse in the English media.

The linguistic diversity in the universities of South Africa is a valuable resource that requires a multilingual approach in all academic domains in recognition of the linguistic repertoires of students for inclusion, education equity, access and success. Historically, English and Afrikaans were the main languages of instruction in higher education during the colonial and apartheid regime. The democratic breakthrough of 1994 brought linguistic relief in South Africa because nine African languages were recognised as official languages. This chapter examines how two universities use language policy for the access and success of the students and to what extent the African languages are integrated as academic languages. The findings show that there is progress in multilingual practices at one university while another one maintains monolingualism. A lot needs to be done to promote multilingualism in the institutions of higher learning.