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This article describes a study undertaken to investigate whether the notions of politeness and indirectness are considered related in requests fonnulated by native and non-native speakers. The request data were collected from two groups of speakers, namely: 100 Luganda and 100 Luganda English university students. For data collection, a Discourse Completion Test (OCT) questionnaire was designed to elicit from the respondents a speech act response in the form of a request. Using the nine point directness and politeness scales adopted from Blum-Kulka's 1987 study, respondents were asked to rate the responses from the DCTs in terms of directness and politeness. Results indicated that indirectness does not necessarily communicate politeness in Luganda. These findings are in line with Blum-Kulka's ( 1987) claim that in contrast to the contemporary theories of politeness. indirectness as perceived by Hebrew speakers does not indicate politeness.

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Globally, universities are tremendously pressurised to improve throughput rates, intercultural proficiency, and academic transformation. However, at some universities, educators often neglect the ICC component in EL2 teaching. This article analyses the feasibility of integrating the ICC component into the EL2 courses, to enhance curricula decolonisation, intellectual and cultural freedom in South African universities. From a socio-cognitive perspective, the article argues that in SA, understanding ecological, ideological, affective and sociolinguistic elements, based on the Ubuntu philosophy (a humanness spirit that embodies (South) African culture) is significant for global IC and learning. Innovative integration of plurilingualism perspectives into the Humanities curricula may have implications for academic success, especially in English and ICC, global trade, democracy and social transformation.