Multilingualism and Nation-building in the “New” South Africa: Problems and Issues

Madiba, Mbulungeni

doi:10.1080/10228199908566145

Cited by 11 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a study on the standardisation of Zulu, van Huyssteen (1993, 6-7) identifies various hinderances that are encountered in developing technical terminology in Zulu. The reason, however,, that is cited the most for the lack of use of African languages is the attitude of the speakers towards the use of their own languages as LoLTs (Young et al 1991, De Klerk and Bosch 1993, 1994De Klerk 1996;Madiba 1999;Mutasa 1999;Mokhahlane 2000;De Klerk 2002a;Ward 2003). Given the historical background and the current global trends, it is not surprising that these attitudes hold.…”

Section: Africa's Responsementioning

confidence: 97%

English as a global language: An African perspective

Barnes¹

2005

Language Matters

View full text Add to dashboard Cite

In English as a global language, the author, David Crystal, tells the story of the spread of English around the world. He attempts to explain how English achieved its current status as a global language and he speculates on the possible future of English as a world language. He considers the possibility of English being superseded by another world language or of it evolving into a family of languages. This essay considers some of the issues raised in this book, which have implications for the linguistic ecology of Africa. The educational, political and social implications of the current and future status and use of English in Africa are reviewed, as well as the impact of the language on local languages.

show abstract

Section: Africa's Responsementioning

confidence: 97%

English as a global language: An African perspective

Barnes¹

2005

Language Matters

View full text Add to dashboard Cite

show abstract

“…Another issue is that the official languages are still regionally based. According to Madiba [27], English is prominent in many parts of the country, especially in urban settings. It is a preferred language even though it is a mother tongue to less than 10% of the South African population.…”

Section: Scope Of the Innovative Technological Productmentioning

confidence: 99%

Language planning in the context of complex multilingual schools

Mabiletja,

Ngcobo

2023

View full text Add to dashboard Cite

Object of research: This article discusses language planning and multilingualism in complex environments such as in education. Investigated problem: The failure in language-in-education policy has raised arguments about the approach that is applied by schools. Using a context-based approach it is argued that success in multilingual education is constrained by various micro, meso and macro factors, usually also referred to as immediate, proximal, and distal circumstances. These are based on language planning and policy. The main scientific results: The research uses data from three different types of government/public schools. The study involved learners, teachers, parents’ representatives, principals and an educational official through interviews and observations. The study found that there were challenges in the implementation of a schools’ language policy based on different types of schools. The area of practical use of the research results: The results benefits schools and policy makers since the study recommends a development of a holistic approach and a diversified model that will address specific contexts rather than using one-size-fits-all approach. Innovative technological product: The language planning approaches in multilingual schools that are investigated in this study provide advise and relevant innovative methods to policy makers, teachers, and parents. There will be an improvement in various learning settings and schools. Scope of the innovative technological product: The development of Language-in-education policy in 1996 provided a new outlook in language learning and teaching approach in schools. This has created grounds to produce aligned language policies by schools to give effect to the democratic constitution of the country and to provide the choice of language of learning by learners. This shows how the policy is conceptualized and implemented in a multilingual school environment such as in South Africa

show abstract

“…After 1948 the apartheid government officially recognised nine African languages for use in education and local government, but it was only after 1994 in the 'new' South Africa that these languages received full official status together with English and Afrikaans at the national level. Whether this official recognition will do much to change their status and will lead to their growth and development is a moot point (Madiba 1999).…”

Section: Language As the By-product Of Warmentioning

confidence: 99%

Language, war and peace: An overview

Barnes¹

2003

Language Matters

View full text Add to dashboard Cite

Multilingualism and Nation-building in the “New” South Africa: Problems and Issues

Cited by 11 publications

References 14 publications

English as a global language: An African perspective

English as a global language: An African perspective

Language planning in the context of complex multilingual schools

Language, war and peace: An overview

Contact Info

Product

Resources

About