Enabling policies, disabling practices

  • Zubeida Desai

Abstract

We often receive positive comment from overseas on the new South African language pol~Icy which acknowledges eleven official national languages. This article critically explores the effect of this policy within the confines of education. Three areas are investigated: importJnt shifts in language policy since 1994; language medium practice in a grade 4 class inl a primary school in a predominantly black Western Cape urban area; the discrepancy betwe,en the intentions of the policy makers and (the negative effects on educational practice. The I argument is presented that ultimately the issues surrounding implementation will determine whether or not language policy will be successful or not. The case study used shows that thJre is a need to make language practice such that itfacilitates rather than frustrates the learnihg process. Vanuit die buiteland word dikwels positiewe kommentaar gelewer oor die nuwe Suid- Afrikaanse taalbeleid wat elf amptelike landstale erken. In hierdie artikel word 'n kritiese ondersoek gedoen van die uitwerking van hierdie beleid binne die kader van die onderwys. Drie areas word ondersoek: Belangrike skuiwe in taalbeleid sedert 1994. Die praktyk van taalonderrigbeleid in 'n G':aad 4 klas in 'n laerskool in 'n oorwegend swart Wes-Kaapse stedelike woongebied. Die diskrepansie tussen die beoogde bedoelings van die taalbeleidmakers en die neerslag in die onderrigpraktyk. Dit word beweer dat dit op die ou end die kwessies rondom imp limentering sal wees wat die sukses al dan nie van taalbeleid sal bepaaL Hierdie gevallestudie toon duidelik dat die behoefte bestaan om taalonderrigpraktyk so in te rig dat dit die leerproses eerder sal fasiliteer as frustreer.

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Author Biography

Zubeida Desai
University of the Western Cape
Section
Articles