(Unused) potentials of educators’ covert language policies at public schools in Limpopo, South Africa

Kretzer, Michael M.; Kaschula, Russell H.

doi:10.1080/14664208.2019.1641349

Cited by 8 publications

(5 citation statements)

References 28 publications

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“…A striking characteristic of multilingualism in South Africa is the palpability that several indigenous languages are spoken across provincial borders; shared by speech communities from different provinces. There is currently a strong awareness of the need to intensify efforts to develop the previously marginalized indigenous languages and to promote multilingualism if South Africans are to be liberated from undue reliance on the use of non-indigenous languages as the dominant official languages of the state (Kretzer & Kaschula 2020;Diko 2023a). Management of linguistic diversity in post-apartheid South Africa has been made problematic by the dearth of an irrefutably definite language policy, leading to the use of English and Afrikaans as the most authoritative languages in the socio-economic and political territories of its society.…”

Section: Research Methodology and Conceptual Frameworkmentioning

confidence: 99%

The retainment of South African indigenous languages: a systemic literature review

Diko

2023

IJRBS

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Intricacies concerning indigenous languages in the South African milieu demonstrate intransigence that necessitates a scholarly contestation. This is in addition to the parades that have been made by the post-colonial government and language experts to ennoble the stature of these indigenous languages. With that context, this article underscores the historical component of indigenous languages and retainment strides - including challenges – that have been underlined in respect of South African indigenous language matters. The objective, among others, is to underscore those challenges concerning indigenous African languages, and in particular, South African indigenous languages exhibit tenacity. To ratify the claims of the article, a systemic literature review is appreciated as a fragmentary qualitative research methodology while conceptualization of language matters in South Africa couches the theoretical underpinnings. The principal discussion is that challenges that prevail within the phenomenon of language in the South African context must be acknowledged in a bid to solicit reasonable solutions to the problematized phenomenon. For future scholarly implications, it is debated that indigenous language matters must be contested.

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Section: Research Methodology and Conceptual Frameworkmentioning

confidence: 99%

The retainment of South African indigenous languages: a systemic literature review

Diko

2023

IJRBS

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“…These questions cannot be avoided now. While research shows that most people hold negative attitudes towards South African indigenous languages (Kretzer & Kaschula 2020;Magwa 2015), it is in contrast to what the industries think. According to Texiera (2004) and Cere (2012), different sectors seek language experts because they provide effective communication and language skills, which contributes to the success of any organisation.…”

Section: Pursuing Careers In South African Indigenous Languagesmentioning

confidence: 97%

“…This is because of many years of colonisation and apartheid. English is viewed as an international language and the only language capable of creating opportunities for further education and a profitable future (Bamgbose 2011;Kretzer & Kaschula 2020;Magwa 2015;Ndamba, Van Wyk & Sithole 2017). This then puts South African indigenous languages at a disadvantage.…”

Section: Introductionmentioning

confidence: 99%

Careers in languages: Awareness by Grade 12 Tshivenḓa learners in Thembisa, Gauteng

Mphaphuli,

Mandende,

Mashige

2024

Literator

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Home language learners exhibit negative attitudes towards South African indigenous languages. These languages are perceived as languages that are not beneficial in terms of upward mobility in the workplace. Being aware of the possibilities of studying South African indigenous languages can be a good motivation for learners. A positive attitude towards careers through South African indigenous languages could help to maintain and promote these languages, Tshivenḓa in particular. The study’s objective was to explore if learners and teachers from selected high schools in Thembisa, Gauteng province, were aware of careers that can be pursued through Tshivenḓa, and thus to help determine their perceptions towards their home language as a subject at schools. The study adopted a qualitative approach and a case study design that purposively sampled 16 participants. The findings indicated that Tshivenḓa learners are not exposed to possible language careers that can be pursued through South African indigenous languages. On the other hand, the findings revealed that teachers were aware of the possible careers in these languages. This study concluded that research must be undertaken to make high school learners aware of the available language careers in South African indigenous languages.Contribution: The study closes the gap in career awareness by making learners and teachers in general, and Tshivenḓa L1 learners and teachers in particular, aware of possible careers that exist in South African indigenous language qualifications. The study highlights the need for producing more qualified language practitioners to promote previously marginalised South African indigenous languages and encourage learners to consider pursuing careers in these languages. It also encourages teachers to put more effort into the teaching of South African indigenous languages and for government departments to do more to promote South African indigenous languages by making sure that services are provided to the citizens in the languages that they understand better; as a result, this would create more job opportunities for language graduates, especially regarding the Tshivenḓa language.

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“…Research by Kretzer ( 2018 ) showed that school language policy documents exist on a continuum. Some have very detailed and free language policy documents, which included forms of CS while others used only a template of the DBE (Kretzer and Kaschula 2020 ) as shown for schools in Limpopo. Contrary to Kenya, South Africa changed or rather revised its curricula on a rather frequent basis, whereas Kenya revised their language policy rather frequently.…”

Section: Historical and Socio-cultural Developments Of The Education ...mentioning

confidence: 99%

“…Unlike in Kenya schools have the right and duty to formulate their school language policy. Some have very open, flexible and multilingual language policy documents and even allow CS during lessons (Kretzer and Kaschula 2020 ). Although this is the exception, because the vast majority of schools formulated either vague or very strict language policy documents, such progressive schools existed.…”

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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(Unused) potentials of educators’ covert language policies at public schools in Limpopo, South Africa

Cited by 8 publications

References 28 publications

The retainment of South African indigenous languages: a systemic literature review

The retainment of South African indigenous languages: a systemic literature review

Careers in languages: Awareness by Grade 12 Tshivenḓa learners in Thembisa, Gauteng

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

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