Measuring the impact of this language choice on the academic performance of children later in life is no simple task. First, schools that decide to teach in English are, on average, more likely to charge school fees, have smaller classes and have access to more resources than mother-tongue schools. : 1987, ‘Language policy in African education in South Africa, 1910–85, with particular reference to the issue of medium of instruction’, in D.N. The result is that many South African learners attend schools where the language of learning and teaching (LoLT) is different from their mother tongue. The analysis of the language policies is preceded by an overview of the link between conflict and language in South Africa and a discussion on the manner in which the post-conflict South African state has attempted use language as a key player in transformation, particularly with regard to education. Education in South Africa is governed by two national departments, namely the department of Basic Education (DBE), which is responsible for primary and secondary schools, and the department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. – the absentee owner. Its main aim was to increase multilingualism at schools and to consider the languages spoken in the surrounding area of a school to ensure these were central to language policy and teaching. Teachers used it mainly in oral communication, in classroom situations. Most universities teach in English, and most textbooks are in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. In his recent Percy Baneshik Memorial Lecture to the English Academy of South Africa, Professor Jonathan Jansen recommends the introduction of English as the language of instruction as early as possible (“Wrest power from English tyranny“, Mail & Guardian, October 4). As Jansen observes, many black parents recognise that English proficiency is important for successful participation in the economy, and therefore conclude that their children should be instructed in English. Others thought code switching was a great idea and recognised its value: I fully agree that it would be good for learners to be taught in their mother tongue or at least allow for code switching in the classroom to allow learners better understanding. Although our study confirms that the language of instruction is an important contributor to the academic performance of children, it is not the main contributor. Factors such as community- and home-level poverty, weak school functionality, weak instructional practices, inadequate teacher subject knowledge, and a need for greater accountability throughout the school system all represent much more severe constraints to achieving better education. Only 16.5 % of all participating teachers reported never facing any language related challenges in their work. The advent of democracy in South Africa in the early 1990’s led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. They also felt that African languages were undervalued in their schools. Most children experience a transition from mother-tongue instruction to English instruction in grade four, something that by all reports is a difficult process. However, the suggestion that using English as the language of instruction from grade one would avoid this difficult transition is too good to be true. The research was conducted among 1 094 teachers at about 110 schools across Limpopo. Change ). Post was not sent - check your email addresses! population. But this conclusion rests on a key assumption: “Instruction in English from as early as possible is the best way to become fluent in English.”. Most of the books available on the market are in English … 4.2.2. In English language schools, English is learned as a rst language and another of various languages is taught secondarily, whereas in Afrikaans-language schools the second language choice is … Banda (2004:11) Teachers use code switching as well as a translanguaging process, alternating and blending languages to help pupils understand concepts. Language policies must be set up within the country’s constitutional framework and in accordance with the Language in Education Policy, which came into effect in 1997. In some countries also, African languages are used as the language of instruction but only at the elementary school level. Section 29(2) of the Bill of Rights, which forms part of the South African Constitution, is unequivocal about There is a reason for this: research has proved many times that pupils learn best in their own mother tongues. 331. the foregrounding of English as language of teaching and learning should be examined so as to provide every South African child with an opportunity to master the language that might control his/her access to the means of socio- economic and educational empowerment. Where the language of choice is a particular regionally dominant language, Higher Education Institutions in that region should utilise a regional approach. 1.AIM OF THESE NORMS AND STANDARDS 2. And it is not actually allowed in most South African classrooms. Most often in South Africa, children with disabilities bear the most severe consequences of an inadequate, under resourced education system. What language should South African children be taught in? Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. 273-292. However, we estimate the impact of the alternative models as they are being implemented currently, within specific contexts of schools, teachers and homes. Therefore, we cannot make deductions about what the impact would be if all teachers were able to speak English fluently and household poverty and gaps in school quality were eliminated from the South African landscape. This research tells us the average effect of language of instruction in South African schools as things are currently being implemented. Advocates of both “straight-for-English” approaches and mother-tongue instruction envisage a carefully thought-through set of instructional practices implemented by high-quality teachers and supported by sufficient materials. But learners in the rural areas enter school with only their home language. For those who aren’t from South Africa, we have 11 official languages – Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sesotho sa Leboa, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. NRF SARChI Chair Post-Doctoral Research Fellow, School of African Languages, Rhodes University, Professor of African Language Studies, Rhodes University, Michael M. Kretzer receives funding from the NRF, Russell H. Kaschula receives funding from the NRF. Others with African home languages struggle with the switch to English-only lessons in Grade 4, which happens in many schools. Flexible language policies and teaching approaches should be utilised to put each and every individual pupil and his and her individual learning progress at the centre of classroom interactions. Hand there are many schools a language of learning and teaching ( LOLT ) is English Afrikaans... Academia and business in South Africa is primarily English ( or in some countries also, languages... 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