Browsing by Author "Mohohlwane, Nompumelelo Lungile "

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    (How) should the language policy promote mother-tongue instruction or a straight-for-English approach in primary schooling in South Africa: what does empirical data contribute?
    (Stellenbosch : Stellenbosch University, 2023-12) Mohohlwane, Nompumelelo Lungile ; Davids, Nuraan, 1970-; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Language is a fundamental aspect of education and broader societal construction; we interact using language and learn through it. Understanding the historical development of languages in South Africa and their current status and use empowers policymakers to think strategically about language. This imperative is informed by the unequal development of languages and the effects on education in specific languages and economic opportunities. A lack of detailed attention would maintain the persistent inequalities we find in our society. This thesis contributes to the language debate through four separate chapters. After an introductory chapter that sets out the rationale and structure of the thesis, the second chapter defines language planning, its key components, and how these have been applied to Afrikaans and African languages. The analysis showed that a systematic approach was followed for Afrikaans, while a sporadic process was followed for African languages. The political, social and religious environment to enable Afrikaans compared to African languages is discussed at length. All of this was applied through the language planning lens. The conclusion was that Afrikaans enjoyed systematic language planning and continues to enjoy this support for economic and cultural reasons. If African languages are to reach this level, similar investments in policy, status and language planning are required. The third chapter considered the current language policies governing language in society. The primary focus was on basic education. However, policies governing universities and broader society were considered. The implications for the schooling and post-schooling sector were discussed in detail, including court cases. The implications for current policies and policy debates are raised. In addition, a policy implementation framework based on ambiguity and conflict was considered and applied. It is instructive in identifying challenges and areas of redirection. The fourth chapter examined the application of the Language in Education Policy and curriculum policies. It used empirical data from two independent experiments to evaluate supporting literacy in the Home Language and English as an Additional Language. The evidence showed that supporting Home Language is more strategic at a policy and sustainability level while exclusively supporting English First Additional Language has high costs for learning. The fifth chapter applied all the lessons from the thesis to the international context. South Africa’s participation between 2006 and 2016 in the Progress in Reading Literacy Study was examined. The data analysis identified similarities and differences in a range of variables, including race, socio-economic status, and language. The chapter revealed significant gains in performance, particularly amongst African languages. It concluded with a discussion on multilingualism, identifying 25% of classrooms as multilingual.