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South Africa (SA) is known for its multilingualism, with 12 official languages for teaching and learning. Bi/multilingual SA allows people to speak any language of their choice when speaking, and in most educational spaces, English is still hegemony (Gobodwana, 2023). Due to human mobility for greener pastures, this study intends to examine the linguistic shifts and changes that occur over time. The projects will focus primarily on young individuals with linguistic changes in input in that language. A qualitative method will investigate the influence of language shift in multilingual cultures on South African adolescents. The interviews were done with youth between the ages of 18 and 35. It is believed that if a society experiences psychological transformation, the language of songs may shift due to accessibility across the human space. These lyrics investigated are those of the isiXhosa language (one of the African Indigenous languages).

South Africa is a diverse nation with a rich tapestry of indigenous languages spoken across its provinces. As the country continues its democratic journey, local government plays a pivotal role in ensuring service delivery, community engagement, and development. This article explores the potential of indigenous languages as a valuable resource for enhancing the efficiency of local government operations. Indigenous languages, often marginalised, hold a wealth of cultural, historical, and contextual knowledge that can be harnessed to improve governance, communication, and community engagement at the local level. This paper investigates the multifaceted benefits of incorporating indigenous languages into various aspects of local government activities. The paper also draws upon case studies on incorporating indigenous languages in municipalities for efficient communication.

Intricacies concerning indigenous languages in the South African milieu demonstrate intransigence that necessitates a scholarly contestation. This is in addition to the parades that have been made by the post-colonial government and language experts to ennoble the stature of these indigenous languages. With that context, this article underscores the historical component of indigenous languages and retainment strides - including challenges – that have been underlined in respect of South African indigenous language matters. The objective, among others, is to underscore those challenges concerning indigenous African languages, and in particular, South African indigenous languages exhibit tenacity. To ratify the claims of the article, a systemic literature review is appreciated as a fragmentary qualitative research methodology while conceptualization of language matters in South Africa couches the theoretical underpinnings. The principal discussion is that challenges that prevail within the phenomenon of language in the South African context must be acknowledged in a bid to solicit reasonable solutions to the problematized phenomenon. For future scholarly implications, it is debated that indigenous language matters must be contested.

The reality is that there is a relationship between language and race as advanced and qualified by ethnolinguistics. Such a relationship points to the subjugation of the isiXhosa language (habitually situated in South Africa), among other prescripts, which was fueled by racial hierarchization that ought to be debated within the paradigm of scholarly discourses. The subjugation, distortion and erosion of the isiXhosa language were led by the colonial, apartheid governance and administration that sought to impose censorship. Therefore, this article employs post-colonial theory to argue and scholarly prove that the language and many South African indigenous languages were oppressed based on racial notions that sought to accelerate neo-liberalist and imperialist perceptions. Hypothetically speaking, the isiXhosa language still suffers from the effects of (post)colonialism carried by colonial agents who continue to mock and humiliate the language. The debates and findings underline that such claims (racial hierarchization of the language) must be validated through theoretical and practical discourses. As a result, closing remarks infuse potential recommendations open to public scrutiny regarding the problematised phenomenon and/or conundrum.