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Abstract
A former whites-only South African university’s journalism department employs a dual-medium language policy in which Afrikaans and English alternate in classrooms, and students may use either. Admissions processes include a test of linguistic ability (general/cultural knowledge and writing skills). Citing Bourdieu, this article disputes the validity of the test’s score as an indication of a student’s linguistic ability (part of his/her “cultural capital”); in fact, students’ biographical profile form part of their “habitus.” First, levels and composition of cultural capital of different “racial” groups of students show how the way the test determines linguistic ability structures student performances. Second, statistical findings are discussed with reference to the profile and assessments practices of department staff members. Such practical changes could improve selection of black students, but this article also suggests reconsidering the dual-medium language policy.
