Realising Inclusive and Equitable Quality Education in South Africa: Achievements and Obstacles on the Language in Education Front

Plessis, Colleen du; Plessis, Theo du

doi:10.1007/978-3-031-24918-1_6

Cited by 1 publication

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“…The new multilingual policy provides a framework for schools to create detailed implementation plans based on their proximal and immediate circumstances. Since the formulation of this new multilingual policy, however, there has been hesitation and little commitment by schools to implement it [4][5][6][7][8][9]. The specific objective of this study is to highlight problems of LiEP implementation in the selected schools, taking Polokwane a site of research [10].…”

Section: Introduction the Object Of Researchmentioning

confidence: 99%

Language planning in the context of complex multilingual schools

Mabiletja,

Ngcobo

2023

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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

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Section: Introduction the Object Of Researchmentioning

confidence: 99%

Language planning in the context of complex multilingual schools

Mabiletja,

Ngcobo

2023

View full text Add to dashboard Cite

show abstract

Realising Inclusive and Equitable Quality Education in South Africa: Achievements and Obstacles on the Language in Education Front

Cited by 1 publication

References 19 publications

Language planning in the context of complex multilingual schools

Language planning in the context of complex multilingual schools

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