‘Equity of access' and ‘Equity of outcomes' challenged by language policy, politics and practice in South African higher education: the myth of language equality in education

Cele, Nhlanhla

doi:10.4314/sajhe.v18i1.25427

Cited by 19 publications

(7 citation statements)

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“…The few that have implemented the policy do so only partially. Cele (2004) cites the case of Stellenbosch University, where Afrikaans and English are used and an attempt to include isiXhosa is still underway, and seems to have been for quite some time. Although recent research shows that Stellenbosch University is currently trying to put their policy into action in the year 2013, with concerted efforts in involving isiXhosa as a functional teaching and learning language, the question is, will they be able to sustain the implementation process?…”

Section: Language-policy Development In South Africamentioning

confidence: 99%

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

Hlatshwayo

Siziba

2014

Stellenbosch Papers in Linguistics Plus

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The dominant position of neo-liberal monolingual medium-of-instruction practices has created myths and fallacies about the utility of English as the sole language of skills development and training in South Africa (Ndhlovu 2013:33). As a result, most tertiary institutions are reluctant to implement multilingual education for purposes of teaching and learning because they want to create "globally relevant" students. This argument is based on myths and has been proven by many scholars to be delusive. Current research has proven that the use of multilingualism in higher learning contributes to the learner's conceptual and pedagogical development as well as his/her communicative competence. However, despite this evidence, the NorthWest University's (NWU) Mafikeng campus is failing to implement a language policy that promotes multilingualism. A commonly-heard argument is that the students at NWU have a negative attitude towards the use of their indigenous languages for teaching and learning purposes. It is in light of this that the researchers set out not only to interrogate the NWU language policy, but also to go a step further and investigate the students' perceptions of multilingual education as a factor contributing towards the lack of practical implementation of the university's language policy. This study will also highlight the ill-preparedness of students for an English-only teaching and learning environment. The tentative empirical data prove that the students also feel that they are at a linguistic disadvantage when entering the tertiary institution. This paper returns to the knotty question regarding language-in-education policies for multilingual societies, which is an ongoing topical issue in national and international contexts.

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Section: Language-policy Development In South Africamentioning

confidence: 99%

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

Hlatshwayo

Siziba

2014

Stellenbosch Papers in Linguistics Plus

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“…Many scholars have also noted the politicised nature of language planning in South Africa (Cele, 2004;Foley, 2004;Webb, 1999Webb, , 2013. Cooper (1989, quoted in Van der Walt, 2004: 824) postulates that 'elites and counter-elites may be slow to alter the status quo precisely because they may share … the evaluation which they ultimately seek to change'.…”

Section: Introductionmentioning

confidence: 99%

“…Implementation failures are said to be largely due to insufficient consideration on the practicality of the policy intention. For instance, the difficulties in balancing the interests of all 11 official languages; slow progress in linguistic development (including standardisation and making them relevant to science, technology and advanced literature); a low turnover in training teachers who can teach in indigenous languages; and utility of the indigenous languages at higher levels of education, business and commerce remains low (Cele, 2004;Foley, 2004;Tshotsho, 2013;Webb, 2013). Another factor frequently identified is the insufficient support and demand from general indigenous language communities due to the perceived low value and esteem of the languages (Blommaert et al, 2005;Foley, 2004;Tshotsho, 2013;Turner, 2012;Webb, 1999Webb, , 2009Webb, , 2013.…”

Section: Introductionmentioning

confidence: 99%

Community support - the missing link in indigenous language promotion in South Africa?

Dumisa²

2015

Per Ling.

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“…The result was that higher education institutions developed language policies that advocated for multilingualism in a more multicultural context. Often these policies were theoretically sound but their implementation proved to be challenging (Cele 2004). In reflecting on the language policy at his university (where English is the academic language) Madiba (2012) admits that "although [the language policy] opens up agentive and implementation spaces for multilingualism in the classroom, [it] falls short of transforming … the historically entrenched … monolingual ideology in the university".…”

Section: Multilingualism: Language Equity and Equality?mentioning

confidence: 99%

Equitable multilingualism? The case of Stellenbosch University Writing Laboratory

Daniels

Richards²

2017

SPILPLUS

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This article reflects on Stellenbosch University Writing Lab's pedagogical approach to multilingualism and inclusivity within the complex and political nature of multilingual language policies at a South African university. The Writing Lab has always been promoted as a facility for all students, not just those in need of 'remedial' support. This was a departure from earlier academic literacies models that tended to view students from nondominant language groups in terms of deficits. Academic literacies research has pointed to the shortcomings of these earlier approaches and to the value conflicts that arise from them. We, in contrast, argue that Carter's (2009) writing centre paradox provides a dynamic rhetorical space in which to explore issues around South African multilingualism and inclusivity in higher education, and for this reason we do not wish to resolve the paradox. Instead, we use it to critically appraise our type of equitable multilingualism and maintain and honour multivocality. We also argue that South African writing centres enjoy a somewhat different trajectory from that of many other academic literacies spaces by virtue of the one-to-one pedagogy and mutualistic approach we follow at these writing centres. This has allowed us simultaneously more agency and less agency and we need to use this paradoxical position strategically in our institutions. Using the Writing Lab as a case study, we reflect on the ways in which the Writing Lab gives life to its ethos of being a multilingual and inclusive space for academic transformation within the institution's language policy. To support our reflections, we draw on descriptions of the organisational structure of the Lab, feedback received from strategic role players and observations of interactions performed in the various Lab spaces. We also consider the Writing Lab in terms of South African writing centre scholarship to see how the Lab's philosophy and ethos compare with the ideals.

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‘Equity of access' and ‘Equity of outcomes' challenged by language policy, politics and practice in South African higher education: the myth of language equality in education

Cited by 19 publications

References 0 publications

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus

Community support - the missing link in indigenous language promotion in South Africa?

Equitable multilingualism? The case of Stellenbosch University Writing Laboratory

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