The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province.
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Date
2004
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Abstract
South Africa has undergone many political changes since the apartheid era. A
recent one has included the adoption of a new language-in-education policy
recommending, among other things, the use of African indigenous languages as
languages of learning and teaching (LOLT). The country has moved into a
system in which learners and schools are entitled to choose their preferred
LOLT. However, there have been few concrete changes to accommodate this
choice. In particular, the above language-in-education policy has not yet been
adequately implemented in schools.
This study investigates learners', educators' and parents' attitudes towards the
use of English or /and isiZulu as the medium of learning and teaching in Durban
in KwaZulu-Natal province. I ascertain if there are similarities and differences, if
any, in the responses of the three groups of stakeholders from two secondary
schools. I also demonstrate the implications of the attitudes of these
stakeholders for the implementation of the current language-in-education policy.
Lastly, I make recommendations that will assist language policy makers
regarding the current language-in-education policy.
The study shows that there are mixed feelings regarding the LOLT issue. It was
found that the respondents largely favour the use of English as the medium of
instruction, yet some of the responses are self-contradictory, in that they
simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most
respondents still envisage a future where English will continue to have political,
educational, social and economic power over isiZulu.
There is thus an urgent need for the Department of Education to review the
current language-in-education policy and address issues that might be hindering
its implementation. The policy is likely to fail unless some intervention strategies
are taken to address these problems. It is hoped that this study will help to
highlight issues that can be further investigated in this area.
Description
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
Keywords
Language and education--South Africa., Native language and education--KwaZulu-Natal., English language--Political aspects--South Africa., Theses--Linguistics.