Language Policy In South Africa Research Articles

Multilingualism at South African universities: a quiet storm

This article seeks to reinforce the urgency for a multilingual academy in South Africa. It draws on recent quantitative data to unpack the dramatic decline of language enrolments and graduates of the 11 official languages. We explore the racial patterns in enrolments in the 11 official languages, given the scarcity of recent research articles that offer a quantitative comparison of the patterns of enrolment in this regard. We show that that while post-apartheid South Africa has seen a continuous rise in the popularity of English and Afrikaans, this has happened at the expense of all other official languages. We are mindful that the language policy in South Africa has political currency, which is not echoed in practical implementation. We suggest that while universities cannot ignore the politics of policy, it is the politics of practice in the form of what students choose to study that plays out in higher education institutions across the country. Our purpose therefore is to offer some insight into such practice. We argue that universities, in asserting their ‘public good’ mandate, should not be guilty of aiding and abetting the decline in indigenous languages by prioritising an efficiency mindset instead of a social justice one.

Embracing the use of African languages as additional languages of teaching and learning in KwaZulu-Natal schools

This article posits that the implementation of language policy in South Africa and particularly in the KwaZulu- Natal Department of Education remains a challenge, notwithstanding existing attempts by policies to promote multilingualism and guard against the use of language to perpetuate inequalities which were entrenched by the past history of the country. In this article it is argued that the use of foreign languages as the only languages of teaching and learning in KwaZulu-Natal schools impedes access to the curriculum by African learners who are neither English nor Afrikaans. The article challenges the mission of the KwaZulu-Natal Department of Education in that the Department cannot champion transformation successfully if African languages are left behind as languages of teaching and learning. The article poses recommendations as to how the apparent linguistic imperialism, which is a human rights violation, can be turned around to linguistic diversity that is based on linguistic justice.

Review of Orman, Jon (2008). Language Policy and Nation-Building in Post-Apartheid South Africa.

Orman's book documents language policy in South Africa from (mostly) the standpoint of the history of Afrikaans and the political position of the language. I argue that African languages deserve more consideration for the topic to be treated in its entirety.

Engaging a visionary: Horizons of the (im)possible

Abstract Neville Alexander has had a profound impact on the way we think about language education and language policy in South Africa. His views on the harmonisation of African languages, mother-tongue education, the position of English and the importance of literacy have shaped academic and policy debates since the early 1990s. Visionaries are able to combine insight with foresight and so imagine a different way forward. In this way they change what Roger Simon describes as the ‘horizon of possibility’. This article examines Alexander's positions critically in relation to questions of power, identity, access and social transformation, in order to understand both their take-up and their rejection. Both history and geography – time and space – are central to this discussion of his achievements.

Monolingualism in a historically Black South African University: A case of inheritance

The advent of the 11 official language policy in South Africa presented institutions of higher learning with opportunities to become multilingual universities in line with trends elsewhere. On the one hand, a number of historically White universities (HWUs) started introducing university-wide language policy initiatives and discussions, which are, however, still in their infancy. On the other hand, historically Black universities (HBUs) seem to have almost regressed by going for English-only default policy practices, regardless of the widely reported low literacy rates among their student populations. In this paper, we present a case study of a historically Black university with a specific focus on its non-policy situation to draw generalizations that apply to other HBWs in South Africa. Using the concept of “multilingual universities” and its typologies that are grounded in Bourdieu's cultural capital framework, we show disparities between what is feasible under the university's linguistic profile and the present monolingual default practices. While highlighting the literacy “costs” of missing the multilingual capital, we argue for the benefits of a trifocal language policy practice where the university can serve as a catalyst for best multi-literacy development practices. In conclusion, we offer recommendations for multilingual development in higher education and possible areas for further research.

Bilingual literacy or substantive bilingualism? L1 and L2 reading and writing performance among Grade 7 learners in three township schools Gauteng Province, South Africa

Language diversity in South Africa continues to problematise educational provision and the realisation of equitable educational opportunities for all learners in various ways. This article presents the findings of ongoing research which explores the effect of language in education policy on the L1 and L2 proficiency of Grade 7 learners in township schools in Gauteng Province, South Africa. This study compares three subgroups of Grade 7 Xitsonga speaking learners in three respective township schools in terms of English (language of learning and teaching) and Xitsonga (home language) proficiency as determined by standardised testing in two domains: reading and writing. The research is done against the background of language policy in South Africa and is embedded within the theoretical framework of bilingual literacy, additive and subtractive bilingualism. Results indicate there were no significant differences between the reading and writing performance in both L1 and L2 among the subgroups of learners in the three respective schools. Although learners performed somewhat better in writing in both L1 and L2 than reading in L1 and L2, this performance was still sub-standard. This suggests that for these learners bilingualism is largely subtractive which could be attributed to short term exposure to schooling in L1 and low levels of exposure to English outside the classroom.

Language proficiency and language policy in South Africa: Findings from new data

This study explores new data from 2008 on language proficiency and labour market outcomes in the context of South Africa's language-in-education policy. We show that the economic returns to English language proficiency are large and higher than those to home language proficiency for the majority of employed South Africans. This helps explain why there is little incentive to switch to an African language as the language of instruction in schools. However, we show also that African adults are significantly more likely to be proficient in English if they are proficient in their home language. This finding supports the arguments of additive bilingualism, which identify the benefits of extended mother-tongue education for the acquisition of second-language skills.

Language policy and speech practice in Cape Town: An exploratory public health sector study

Public language policy in South Africa recognises 11 official spoken languages. In Cape Town, and in the Western Cape, three of these eleven languages have been selected for equal recognition in the public sphere. This exploratory study of Cape Town aims to establish the gap between this policy and speech practice in the public health system. Qualitative field results suggest that English and Afrikaans continue to predominate in this system, to the detriment of isiXhosa. Where medical interpreters are available, the state health services appear to be superior, particularly for unilingual isiXhosa speakers. Most facilities are however without officially trained interpreters.

People's English

Language policy in South Africa and its impact on English in education

Language policy and language use in South Africa: an uneasy marriage

The change to democracy in South Africa in 1994 brought with it many changes in various spheres of activity. Languages could not escape these changes. The linguistic situation, which was previously characterized by the dominance of English and Afrikaans, could not be immune to the process of change. The other languages (Bantu languages) which were left out were brought into the linguistic scenario. This means that South Africa, an emerging nation, has chosen a multilingual approach as its language policy. As a result, for the first time in the history of language policies, there is a country with eleven official languages. The question is, is it possible for African Languages, which are at their infant stage of development with regard to technical terminology, to survive at par with English, a language with a tradition of scientific and technical literature? The aim of this paper is, therefore, to discuss the problems related to the coexistence of English and African languages in South Africa. It will also focus on the attitudes towards English and the language policy in South Africa.

Language Policy and Language Practice in South Africa: An Uneasy Marriage

The change to democracy in South Africa in 1994 brought with it many changes in various spheres of activity. Language could not escape these changes. The linguistic situation, which was previously characterized by the dominance of English and Afrikaans, could not be immune to the process of change. The other languages (Bantu languages) which had been left out were brought into the linguistic scenario. This means that South Africa, an emerging nation, has chosen a multilingual approach as its language policy. As a result, for the first time in the history of language policies, there is a country with eleven official languages. The question is, is it possible for the African languages, which are at their infant stage of development with regard to technical terminology, to survive at par with English, a language with a tradition of scientific and technical literature? The aim of this paper is, therefore, to discuss the problems related to the coexistence of English and African languages in South Africa. It will also focus on the attitudes towards English and the language policy in South Africa.

Collection development in public libraries in South Africa: New library and language policies

This paper seeks to explore the relationship between a new language policy in South Africa and collection development practice and policy, particularly in public libraries. It provides background to the national language debate and refers to publishing patterns and their effects on libraries' acquisition practices. Implications for future acquisitions policy and practice are discussed in the light of the new language policy.

The evolution of a post‐apartheid language policy in South Africa: an on‐going site of struggle

Abstract I propose in this paper to provide readers with some insights into the evolution of a post‐apartheid language policy in South Africa by: 1) briefly describing the new language policy and commenting on it; 2) providing some background to the formulation of the policy; 3) examining what now needs to be done to realise this policy. In the process of contextualising this evolution, I shall add some personal reflections on the events, as they unfolded, and continue to unfold, from the point of view of someone involved actively in this process.