Language policy and linguistic landscapes at schools in South Africa

Kretzer, Michael M.; Kaschula, Russell H.

doi:10.1080/14790718.2019.1666849

Cited by 14 publications

(3 citation statements)

References 19 publications

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“…The Linguistic Landscape (LL) showed for South African schools a huge variety of information leaflets either multilingual in Afrikaans or English or one African language or even multilingual in two or more languages (Kretzer and Kaschula 2019 ). One principal from a township school in Gauteng tried to be as inclusive as possible and asked pupils about their parents' language preferences and produced information materials accordingly.…”

Section: Implementation Challenges Of Pupil-centred Curricula Reforms...mentioning

confidence: 99%

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Kretzer

Oluoch-Suleh

2022

SN Soc Sci

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Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.

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Section: Implementation Challenges Of Pupil-centred Curricula Reforms...mentioning

confidence: 99%

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Kretzer

Oluoch-Suleh

2022

SN Soc Sci

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“…For example, certain language policies in respect of this language make provisions for the tuition (learning and teaching) methods in higher institutions to be carried out through isiXhosa (Ndebele 2022). In spite of these policies, this is not always viable (Kretzer and Kaschula 2021), owing to the fact that some materials in higher education institutions are predominantly available in hegemonic languages. In contrast, materials that were once produced through the use of isiXhosa remain overlooked in terms of archival strides.…”

Section: Introduction and Background To Contextmentioning

confidence: 99%

Archiving of Indigenous Languages with Specific Reference to IsiXhosa

Diko

2023

Mousaion

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It cannot be nullified that the advancement of isiXhosa will not be actualised without the employment of information science as a discipline and practice for the very reason that archiving is a significant component that can lead to visible solutions to the conundrum that has recurrently engulfed this language. Divorcing information science from isiXhosa, or vice versa, is a decaying and deliberate endeavour that delays the transformation of isiXhosa as an indigenous South African language. This conceptual article pivots on personal experiences through a qualitative research inquiry to underline some of the principal challenges that impede the archiving of indigenous South African languages with specific reference to isiXhosa. The objective is to sensitise regarding the preservation and protection of the linguistic and cultural heritage of the amaXhosa community for future generations and to guarantee its recognition and revitalisation. The study’s literature review, among other components, indicates that challenges concerning the archiving of indigenous South African languages, including isiXhosa, are advanced by languages whose stature is least known or unknown entirely. Ultimately, the principal argument underscores that language archiving through information science is an area of contention. The principal recommendation is that the advancement of the isiXhosa language requires a multi-collaborative effort in a bid to advance its intellectualisation. The closing remarks indicate the necessity to continue the discourse beyond the aims and objectives of this conceptual article.

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“…Neoliberal free-market fundamentalism serves as a covert language policy mechanism (Piller & Cho, 2013). Languages are often not valued equally in multilingual societies: one may be preferred over others that are considered disadvantageous economically and politically or are deemed a hindrance to national development Kretzer & Kaschula, 2021). Fishman (2001) argues that in the face of globalization, the invasion of a powerful language can destroy the possibility of the intergenerational transmission of an HL, which is usually the threatened language.…”

Section: Introductionmentioning

confidence: 99%

Rethinking marginalization and heritage language vitality in multilingual families

Ding

2022

International Journal of Bilingualism

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Aims and objectives: In the context of the complicated minority–majority language reality in Malaysia, this study seeks to address the issue of heritage language (HL) vitality among multilingual Hakka families in East Malaysia. It draws attention to powerful/dominant language(s) and to the idea that marginalization could be an important factor in language vitality. Design/methodology: The study was conducted through semistructured interviews with 52 Hakka families from 2 selected Hakka communities (Bau and Menggatal) in East Malaysia. Data and analysis: This study adopted the family language policy (FLP) approach and the frame analysis perspectives. Based on the data collected through interviews, three frames were developed, that is, the frames of choice/choiceless, security/insecurity, and power/powerless. Findings/conclusion: Families may not always have a ‘genuine choice’ or agency without ‘impositions’ in deciding the family language(s) and the language(s) that they wish to preserve and transmit due to their socioeconomic ‘needs’. Choiceless-, insecurity-, and powerlessness-focused frames reveal the deeper struggles and challenges that surface in the Hakkas’ attempts to comply with and negotiate in relation to dominant discourses in a wider multilingual context that, paradoxically, does not truly embrace small languages and multilingualism. Originality: By drawing attention to a very different perspective, that is, the role of marginalization in HL vitality, this study shows how and why the marginalization of HL matters in influencing FLPs and the maintenance or shift of HLs. Significance/implications: The theoretical development of language vitality or shift is worth reconsidering given that existing theories or models may not be well suited to lesser-known cultures and small languages. This study thus enriches the compatibility of existing theories with less-studied communities.

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Language policy and linguistic landscapes at schools in South Africa

Cited by 14 publications

References 19 publications

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Archiving of Indigenous Languages with Specific Reference to IsiXhosa

Rethinking marginalization and heritage language vitality in multilingual families

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