Journalism's societal role hinges on effective communication, demanding proficient language skills. This study assesses a South African University of Technology's Department of Journalism, probing existing selection methods' efficacy in predicting success in two English modules. Concerns persist about these methods accurately identifying students with essential language proficiency. The research explores alternatives for better assessing language abilities crucial for journalistic proficiency. The literature review underscores language proficiency's significance in journalism education, especially in African contexts, observing challenges faced by South African universities. Current practices, relying on high school English grades and standardised tests, may not precisely reflect required journalism-specific language skills. Using a non-experimental quantitative design, the study analyses correlations between selection methods and student performance in English modules. Findings indicate a weak correlation, advocating for a more comprehensive approach with alternative assessments. Proposed alternatives include writing samples, portfolio reviews, and situational judgement tests for a holistic selection process. The study suggests future research directions, emphasising broader generalisability and exploring correlations with practical skills and critical thinking. The study emphasises the imperative for journalism departments to reevaluate and enhance selection criteria, aligning them with dynamic professional demands. Contribution: This article contributes to journalism education by illuminating the shortcomings of current selection methods in assessing potential for success in English language-related modules. It proposes alternatives and advocates for a holistic approach, providing practical insights for journalism departments aiming to align their selection criteria with the evolving demands of the profession. Ultimately, this contribution aids in the development of skilled journalists.