Individual Language Planning for Self-Directed Learning in Multilingual Information Technology Classrooms

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This chapter explores the affordances of individual language planning in terms of facilitating self-directed learning (SDL) in multilingual Information Technology (IT) classrooms at the high school level. Multilingualism is a reality within South African schools, however, not only does education in general in South Africa show evidence of the hegemony of English, in a subject such as IT, English is even more prominent. This chapter regards language as being one of the essential resources to be considered in terms of effective SDL in multilingual IT classrooms. The multilingual nature of classrooms and the status of English in South Africa pose unique challenges which have not been considered in terms of SDL in multilingual IT classrooms before and this serves as the impetus for this research. The problem posed for this chapter is, what affordances do individual language planning provide in terms of facilitating SDL in multilingual IT classrooms at the high school level? To this end, an exploratory qualitative study was undertaken regarding language practices within IT classrooms in high schools in the Free State province of South Africa. The aim of this chapter is to provide recommendations that can serve as practical guidelines for effective individual language planning in this context.