Language planning in the context of complex multilingual schools

Abstract

Object of research: This article discusses language planning and multilingualism in complex environments such as in education.
 Investigated problem: The failure in language-in-education policy has raised arguments about the approach that is applied by schools. Using a context-based approach it is argued that success in multilingual education is constrained by various micro, meso and macro factors, usually also referred to as immediate, proximal, and distal circumstances. These are based on language planning and policy.
 The main scientific results: The research uses data from three different types of government/public schools. The study involved learners, teachers, parents’ representatives, principals and an educational official through interviews and observations. The study found that there were challenges in the implementation of a schools’ language policy based on different types of schools.
 The area of practical use of the research results: The results benefits schools and policy makers since the study recommends a development of a holistic approach and a diversified model that will address specific contexts rather than using one-size-fits-all approach.
 Innovative technological product: The language planning approaches in multilingual schools that are investigated in this study provide advise and relevant innovative methods to policy makers, teachers, and parents. There will be an improvement in various learning settings and schools.
 Scope of the innovative technological product: The development of Language-in-education policy in 1996 provided a new outlook in language learning and teaching approach in schools. This has created grounds to produce aligned language policies by schools to give effect to the democratic constitution of the country and to provide the choice of language of learning by learners. This shows how the policy is conceptualized and implemented in a multilingual school environment such as in South Africa