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Choice of language in education do we know what South Africans want?

Choice of language in education do we know what South Africans want?

 Gordon, Steven Lawrence
 2019
 p. 226-243 English
Language teachingSouth AfricaAttitudesPost-colonial education policiesLanguage of instructionRacial transformation
Tác giả CN Gordon, Steven Lawrence
Nhan đề Choice of language in education: do we know what South Africans want? / Steven Lawrence Gordon, Jaqueline Harvey
Thông tin xuất bản 2019
Mô tả vật lý p. 226-243
Tóm tắt A key factor in providing quality education is the main language of instruction (M-LoI). This creates a challenging situation for education policymakers in post-colonial multilingual countries such as South Africa. Language-in-education policies must valorise indigenous languages and redress their exclusion in past education systems while ensuring access to any economic opportunities afforded by colonial languages. Public attitudes have a bearing on individuals’ interactions with language policy as well as the education system as a whole. This article examines attitudes towards the M-LoI in education. Data from the South African Social Attitudes Survey (SASAS) for the period 2003–2016 were used. We hypothesised that preferences for M-LoI would be associated with support for other forms of societal racial transformation in South Africa. However, a majority of the general population favoured English as the M-LoI in education and M-LoI preferences were not related to the degree of support for other forms of racial transformation. The limitations of the SASAS dataset and current method are then described and possibilities for new research presented. The article concludes by discussing how post-colonial education policies and implementation can nurture multilingualism and promote the valorising of indigenous languages.
Thuật ngữ chủ đề Language teaching-Main language of instruction (M-LoI)
Từ khóa tự do South Africa
Từ khóa tự do Attitudes
Từ khóa tự do Post-colonial education policies
Từ khóa tự do Language of instruction
Từ khóa tự do Racial transformation
Nguồn trích Language and education- Vol. 33-No 3/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a A key factor in providing quality education is the main language of instruction (M-LoI). This creates a challenging situation for education policymakers in post-colonial multilingual countries such as South Africa. Language-in-education policies must valorise indigenous languages and redress their exclusion in past education systems while ensuring access to any economic opportunities afforded by colonial languages. Public attitudes have a bearing on individuals’ interactions with language policy as well as the education system as a whole. This article examines attitudes towards the M-LoI in education. Data from the South African Social Attitudes Survey (SASAS) for the period 2003–2016 were used. We hypothesised that preferences for M-LoI would be associated with support for other forms of societal racial transformation in South Africa. However, a majority of the general population favoured English as the M-LoI in education and M-LoI preferences were not related to the degree of support for other forms of racial transformation. The limitations of the SASAS dataset and current method are then described and possibilities for new research presented. The article concludes by discussing how post-colonial education policies and implementation can nurture multilingualism and promote the valorising of indigenous languages.
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