Multilingualism in democratic South Africa: the over-estimation of language policy

Webb, Vic

doi:10.1016/s0738-0593(99)00033-4

Cited by 52 publications

(25 citation statements)

References 6 publications

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“…For many advocates of ethno-linguistic democracy in South Africa, celebration turned to frustration only a few years after 1996, when it became clear that implementing a language policy that acknowledged full and equal rights for eleven different language groups would not be easy (Makoni 2003;Webb 1999Webb , 2000. The South African Languages Bill, legislation to begin the process of requiring local governments throughout the country to take concrete steps to accommodate the needs of non-English speakers, languished before Parliament.…”

Section: Voter Turnout In Comparative Perspectivementioning

confidence: 99%

Language Policies and Voter Turnout: Evidence from South Africa

McLaughlin

2015

JAE

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Section: Voter Turnout In Comparative Perspectivementioning

confidence: 99%

Language Policies and Voter Turnout: Evidence from South Africa

McLaughlin

2015

JAE

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“…One frequent criticism of language policy in the literature is that provisions for implementation tend to be absent in macro-level policy documents (e.g. Bamgboṣe, 2000;2011;Liddicoat, 2010;Webb, 1999). The implementation of policy provisions in the classroom is frequently left to micro-level agents (e.g.…”

Section: Pedagogy and Language Policy And Planningmentioning

confidence: 99%

Planning language teaching: An argument for the place of pedagogy in language policy and planning

Diallo

Liddicoat

2014

International Journal of Pedagogies and Learning

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PedagogyWe master what others don't see, take time to make rough edges smooth, maintain tools of the trade, assemble and dissemble, polish, try again. We are the business of making ourselves obsolete, teaching studens to outstrip us, to sign their own pieces. Hard work that is never enough.Laurel Smith AbstractEven though pedagogy and language policy and planning are well researched and well-established fields in their own rights, the relationships between these two fields are not systematically addressed. One of the consequences of this situation is that our understanding of the impact of policy on practices of language teaching is not clearly understood. This paper examines a range of articles that address the complexities, the challenges and the gap between pedagogies and language policy and planning and argues for the crucial need to recognise pedagogy as an integral part of the language policy and planning process. In particular, the article suggests the need for language planning to integrate and to articulate clear and coherent pedagogies as well as to communicate policies effectively and provide resources needed for pedagogical change.

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“…Even if in a dual medium approach were to implemented, language attitudes cannot change overnight, and can only change if the social-linguistic standings of a language spoken in the community changes, whereby the communities must be perceived to have become 'successful' (Webb, 1999). A good example of this is the history of Afrikaans.…”

Section: Implications: Pedagogical Curriculum and Evaluation In Educmentioning

confidence: 99%

“…Whilst the English-speaking Government as well as the Dutch-speaking cultural leaders were strongly against the use of Afrikaans in public life, community leaders, such as teachers, and a few church leaders, were the driving force behind promoting the Afrikaans language, and eventually led to the written form of the language being developed, published literature, and over time Afrikaans developed as a language of educational, economic and political power. A similar process is needed in the case of the Zulu language (Webb, 1999). Moreover, a single generalised languagein-education policy is ill-advised.…”

Section: Implications: Pedagogical Curriculum and Evaluation In Educmentioning

confidence: 99%

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Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

Sousa

2011

SAJCE

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The acquisition of reading skills of 100 monolingual English and 100 bilingual ZuluEnglish third-grade learners was investigated by measuring their phonological-and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with reading measures in English as an L1 and L2, but significant differences were found on all of the measures; implying overall support for use of PA measures for reading achievement in L1 English monolinguals and in the English (L2) of bilingual children, but with the understanding that L1 Zulu spoken proficiency and L2 English-only instruction influences the underlying repertoire of PA skills used for L2 English reading acquisition, different from that of the L1 English reading acquisition process. The implications of these findings for L2 reading development and using phonological measures across cultural-linguistic groups, for educational purposes, are discussed.

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Multilingualism in democratic South Africa: the over-estimation of language policy

Cited by 52 publications

References 6 publications

Language Policies and Voter Turnout: Evidence from South Africa

Language Policies and Voter Turnout: Evidence from South Africa

Planning language teaching: An argument for the place of pedagogy in language policy and planning

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

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