How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

Abstract

Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.

Speech-language therapy for adolescents with written-language difficulties: The South African context

“…This poses a risk in terms of second-language learning barriers, and cognitive academic language proficiency in general. These risks are aggravated by the current socioeconomic and educational situation in South Africa (Kathard et al, 2011;Jordaan, 2011).…”

“…Although many locally relevant studies indicate a willingness to collaborate, support and provide services to primary schools (Kathard et al, 2011;Moodley, Chetty, & Pahl, 2005), there is a dearth of knowledge regarding the South African adolescent population. To be a role player in the Department of Basic Education's immediate 'Action plan to 2014' (Department of Basic Education, 2010), the speech-language therapist in South Africa has to answer a few questions regarding expected competencies and our role in the enhancement of language, learning and literacy in Basic Education.…”

“…Many children and adolescents, growing up in deprived socioeconomic environments, are at risk of poor oral language and general communication skills (Kathard et al, 2011). Spoken and written language are strongly linked in terms of the physiology of the reading (decoding) and writing (encoding) processes (Stark, 2010).…”

“…To be a role player in the Department of Basic Education's immediate 'Action plan to 2014' (Department of Basic Education, 2010), the speech-language therapist in South Africa has to answer a few questions regarding expected competencies and our role in the enhancement of language, learning and literacy in Basic Education. Issues to consider are the type of service delivery models, support in the development of all languages (including English as an additional language), and leadership and participation roles in social innovation (Kathard et al, 2011).…”

Promoting change through political consciousness: A South African speech-language pathology response to the World Report on Disability

“…As a consequence of these systemic infl uences, learners do not develop adequate communication and literacy skills restricting their further education and employment opportunities. These learners with poor literacy development, as well as those with communication impairments, have little or no speechlanguage pathology support in the public sector (Kathard, Ramma, Pascoe, Jordaan, Moonsamy, Wium, et al, 2011). In South Africa, we reiterate the case for a more inclusive view of the under-served population which extends beyond those with disability to include those who experience social disadvantage.…”