Policy
Language Policy Document Number: Draft
Language Policy
Policy
Language Policy
DOCUMENT INFORMATION: Document Title:
Language Policy
Document Number:
Draft
Revision Number:
R000
Author (s):
xxxxx
Date Written:
XXX
Date Revised:
XXXX
Status:
Draft
DOCUMENT AUTHORISATION: Approved by (Sign) Name (Capacity) Approved (Date)
Document No.: Draft 001 Revision Number: R0001 School name
________________________ ________________________ ________________________
LANGUAGE POLICY
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Language Policy
REVISION SUMMARY Revision Number
Section Affected
Pages Affected
Approval Date
DISTRIBUTION INSTRUCTIONS ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
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Contents 1. Abbreviations _____________________________________________________ 5 2. Scope ___________________________________________________________ 5 3. Reference documentation ___________________________________________ 8 4. Preamble _________________________________________________________ 8 5. Purpose and objectives of the policy __________________________________ 8 6. Examples of language policies for different types of schools______________ 9 6.1 Example 1: Language policy for an English single medium high school _____ 9 6.2 Example 2: Language policy for an Afrikaans single medium school ______ 10 6.3 Example 3: Language policy clauses for English-Afrikaans parallel medium secondary schools _______________________________________________ 12 6.4 Example 4: Language policy clauses for English-Afrikaans dual medium secondary schools _______________________________________________ 12 6.5 Example 5: Parallel-medium language policy clause for a multilingual primary school __________________________________________________________ 13 6.6 Example 6: Language policy clauses for English-isiZulu (or other African language) dual medium primary school ______________________________ 14 7. Factors to consider when changing the language policy and medium of instruction ______________________________________________________ 14 8. Promotion of additional languages and linguistic diversity ______________ 15 9. Disputes and settling of disputes____________________________________ 16 10. Amendments and interpretation _____________________________________ 16
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Policy
1.
2.
Language Policy
Abbreviations
Abbreviation
Description
DBE
Department of Basic Education
SASA
South African Schools Act
Scope
1. In the preamble of the Norms and Standards for Language Policy in Public Schools (the “National Language Policy”, 1997) the government recognises that South Africa's cultural diversity is a valuable national asset and accepts the task to promote multilingualism. In a bid to facilitate communication throughout society (across colour, language and regional barriers) language diversity should be aligned with the common principles of the Constitution. The basic features of the National Language policy determines: that the right to choose the language of learning and teaching is vested in the individual, and the parents exercise the learner's language rights on behalf of the minor learner; the underlying principle to maintain home languages (mother tongue or first languages) while providing access to and the effective acquisition of additional languages; that in Grades 1 and 2 at least one approved language must be offered; that an additive bilingual policy is the norm. that in Grades 1 to 3 learners are to be taught in their home language. Thereafter, from Grades 4 to 9 the language of learning and one additional language as a subject shall be offered; and from Grades 10 to 12 two approved languages must be passed. In practice this adds to the rapid addition of English as language of instruction; a model should be built into the language policy based on a numerical formula, which determines that a school has to provide tuition in a specific language if at least one class (40 primary school or 35 secondary school learners) insist on it and other Document No.: Draft 001 Revision Number: R0001 School name
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schools in the district are full to capacity. This numerical formula indicates the government's norm of what is considered to be a "reasonably practisable" standard to receive education in an official language in terms of section 29(2) of the Constitution; that the governing body must determine the language policy and must indicate how multilingualism will be promoted.
This de jure (the legal position) National Language Policy supports additive bilingual education based on a numerical formula model. All this looks impressive on paper and sounds reasonable, but according to Heugh (2002: 173) the de facto (actual) language policy differs vastly in practice. In practice the National Language Policy pays mere lip service to the promotion of multilingualism (Malherbe, 2005: 711). English as the dominant language is promoted to the detriment of African languages and Afrikaans (Foley, 2004:62). The unmistakable trend that is presently found in South Africa is that parents of learners whose home language is an African language, increasingly and expressly choose for their children to be instructed in English (De Klerk, 2002: 11), despite the incontrovertible advantages of mother-tongue education. De Klerk (2002: 5) indicates that the major reasons for this phenomenon are that English is the global and national economic language of power and that the quality of education is perceived to be better in English schools. Despite the glaring reality of English acculturation, African parents generally perceive mother-tongue education as inferior and view it as a beguiling attempt to produce a confined and isolated semiliterate labour force (Mawasha, 1982: 25). However, the language policy gives parents the freedom of choice, but this inevitably sacrifices the children to the influence of market forces and the pull towards Enqlish monolingualism. 2. In terms of section 6 (2) of the South African Schools Act (“Schools Act”), 1996, a school’s governing body must determine the school’s language policy. However, the governing body cannot adopt any policy that it fancies (Baxter, 1984:418). If policies are made in terms of legislation, such as the Schools Act, then those policies must be compatible, relevant and proper with regard to the empowering legislation and the circumstances prevailing in school. Document No.: Draft 001 Revision Number: R0001 School name
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3. There are limits on the governing body and the Department of Education to determine policy. Education policies must be aligned with the Constitution of the Republic of South Africa (“Constitution”), 1996, national legislation, provincial legislation and all the relevant regulations. 4. Section 6 of the Constitution incorporates the following six principles and measures to deal with the historical inequality of languages:
Section 6(1) provides for 11 official languages, namely: Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu;
Section 6(4) provides that all official languages must be held in equal esteem and must be treated equitably (i.e. no official language is seen as lesser);
5. Education policies must be directed towards the advancement and protection of fundamental rights, particularly the right to basic education, and language rights are guaranteed in terms of the Constitution. 6. A school’s language policy must underpin the foundation of education, i.e. it must hold both academic and social education in equal regard. A school’s language policy should enable learners to accomplish the critical outcomes of the curriculum, then to participate as responsible citizens in the marketplace, in their communities, and in cultural and social contacts in the country at large. 7. When deciding on a school’s language policy, the governing body should determine what is in the best interest of the learners as measured against the long-term achievement of the critical and developmental outcomes of the national curriculum. 8. Legal cases of importance for the determination of a school’s language policy include: Ermelo High School vs MEC Education, Mpumalanga (2009) (CC); Laerskool Mikro vs Minister of Education, Western Cape, 2007 (SCA); and Middelburg Laerskool vs Hoof van Departement van Onderwys, Mpumalanga. The Mikro-decision of the Supreme Court of Appeal affirmed important principles with regard to a school’s language policy:
Where it is not reasonably practicable to give English-medium instruction, because adequate alternatives exist, then the state cannot force Afrikaans-medium schools to change their language policy;
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3.
Language Policy
Section 29(2) does not grant everyone the right to basic education at each and every public school, but only grants everyone the right to a public school where practicable.
Reference documentation
This document must be read in conjunction with other legislative and policy documents such as: • • •
4.
RSA. 1996. Constitution of the Republic of South Africa (No. 108 of 1996), Section 29(1)(a). RSA. 1996. South African School’s Act (84 of 1996). DBE. 1997. Norms and Standards for Language Policy in Public Schools, Government Gazette 18546 (19 December).
Preamble i. The language policy of _____________________________________________ (name of the school) is subject to the Constitution of South Africa, 1996, the South African Schools Act, 1996, the Norms and Standards for Language Policy in Public Schools, 1997, as well as the provincial legislation regarding education in _______________________________________ (name of the province). ii. In an application for admission to the school, every parent and legal guardian of a learner should take note that the school’s language policy is English (alternatively, dual-medium English and Afrikaans; alternatively, parallel-medium English and Afrikaans; alternatively, dual-medium English and isiZulu or any applicable African language).
5.
Purpose and objectives of the policy
The purpose of this document is to state the school’s policy regarding the language(s) used in the school and refers to: 5.1
the policies applicable to a variety of schools,
5.2
factors to consider, and
5.3
promotion of linguistic diversity.
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6. 6.1
Language Policy
Examples of language policies for different types of schools Example 1: Language policy for an English single-medium high school i. The language policy of __________________________________________ (name of the school) is to offer English as the language of instruction for all learning areas, except with regard to two languages subjects, such as Afrikaans and isiZulu.
ii.
The language subjects (i.e. Afrikaans and isiZulu) (change these languages according to the school’s particular requirements/circumstances) will be offered in the class in the particular language in accordance with accepted educational principles.
iii.
In accordance with the National Norms and Standards for language policy in education, _____________________________ (name of the school) promotes multilingualism by requiring that a second language, such as Afrikaans, is a compulsory learning area for all grades’ linguistic ability.
iv.
Every learner must attain acceptable levels of accomplishment and achieve reasonable results in the first and second languages by Grade 9.
v.
Learners must exercise their choice of languages in writing on the application for admission form. The learners will be bound by this decision, which cannot be changed after admission to the school.
vi.
All announcements, notices and correspondence to parents and learners will be in English.
vii.
The administrative language of the school is English.
viii.
All meetings with educators, learners and parents will be conducted in English.
ix.
At times, invited speakers will be allowed and accommodated to speak in a language other than English. If the relevant speaker’s language is not generally understood by the audience, the school will arrange for interpreting services to be provided.
x.
The school adheres to the principle that “every educator is a language educator”. That is to say, the linguistic abilities of learners are determined not only by educators that teach languages as subjects, but also by educators that teach other subjects or learning areas such as mathematics, science, social sciences, life orientation and so forth. All educators must strive to optimise and continually
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improve their language proficiency (i.e. their ability to teach in the required language) as this is the most crucial determinant of success in education. All subjects are expressed, taught and assessed in a particular language, so language skills are critical to both educators and learners. In every class educators and learners must strive to respect a person’s language,
xi.
including a person’s mother tongue. xii.
In the school, all forms of racist use of language are prohibited.
xiii.
Every learner should strive to improve and optimise his or her linguistic ability.
6.2
Example 2: Language policy for an Afrikaans single-medium school i.
Die taalbeleid van ________________________ (naam van die skool) stel hom ten doel om die individu se taalreqte binne die taalverskeidenheid van ons land te beskerm.
ii.
Die beleid is onderhewig aan die Grondwet van Suid-Afrika, die Wet op Nasionale Onderwysbeleid, die Suid-Afrikaanse Skolewet, die ondrwyswetgewing en regulasies van ______________ (naam van provinsie) sowel as die Norme en Standaarde vir Taalbeleid in Openbare Skole (die “Language in Education Policy”), 1997.
iii.
________________________ (naam van die skool) is 'n enkelmedium skool wat onderrig in Afrikaans aanbied.
iv.
In n poging om veeltaligheid te bevorder, word daar ook ander tale as volwaardige vakke aangebied – tans Engels Eerste Addisionele Taal en Engels Huistaal – waarvan Engels verpligtend is.
v.
Waar ________________________ (naam van die skool) die onderrigtaal wat die leerder gekies het, gebruik, en daar plek in die betrokke graad is, moet die skool die leerder aanvaar.
vi.
Waar
die
verlangde
onderrigtaal
nie
aan
___________________________________ (naam van die skool) aangebied word nie, staan dit die leerder vry om te besluit dat hy/sy onderrig wil word in die taal wat reeds deur die skool aangebied word. Document No.: Draft 001 Revision Number: R0001 School name
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vii.
Language Policy
Die leerder moet sy/haar taalkeuse skriftelik uitoefen en so 'n onderneming sal bindend wees vir die leerder wat nie na toelating kan eis dat die skool onderrig in 'n ander onderrigtaal moet aanbied as wat reeds in die skool in gebruik is nie.
viii.
Alle korrespondensie, kennisgewings en aankondigings na ouers en leerders sal in Afrikaans geskied.
ix.
Ander korrespondensie kan in Engels gerig word as die ontvanger dit so verkies. Alle vergaderings met onderwysers, leerders en ouers sal in Afrikaans geskied.
x.
Waar van buitepersone gebruik gemaak word, sal Afrikaans of Engels gebruik kan word. Indien die buitepersoon se taal nie algemeen verstaanbaar is nie, sal die skool tolkdienste verskaf.
xi.
In elke klas geld die opvoedkundige beginsel dat “elke onderwyser is taalonderwyser”; m.a.w. of ‘n onderwyser ‘n nie-taalkundige vak soos Wiskunde, Fisiese Wetenskap, Besigheidstudies, Inligtings Tegnologie en dies meer aanbied of nie, elke onderwyser is verantwoordelik om die taal van onderrig grammatikaal noukeurig, suiwer en opoedkundig korrek te gebruik.
xii.
In elke klas sal gepoog word om: respek te kweek vir elke mens se moedertaal; elke leerder se taalvermoe te verbeter en te optimaliseer; alle vorme van rassistiese taalgebruik uit te roei.
xiii.
Indien die skoolbeheerligaam oorweging skenk aan die moontlikheid van verandering van die taalbeleid van die skool, moet die volgende faktore in aggeneem word: a.
Kapasiteit en leerdergetalle van die skool.
b.
Fisiese klaskamer kapasiteit.
c.
Die noodsaaklikheid van aanwending en benutting van skoolfasiliteite, kamers en geboue vir nie-vakkundige doeleindes.
d.
Die waarskynlikheid van moontlike verskaffing van addisionele hulpbronne en finansiering deur die Onderwysdepartement.
e.
Die behoefte na onderwys in die breër skoolgemeenskap.
f.
Nasionale en internasionale tendense en beste praktyke rakende taal van onderrig.
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g.
Die impak wat ‘n taalbeleidsverandering sal hê op: i. die kurrikulum, spesialis vakke en veskaffing van ‘n verskeidenheid vakkeuses; ii. die moontlike verhoogde werkslas van onderwysers en personnel; iii. die uitwerking op die kwaliteit van onderrig; en iv. die uitwerking op algemene leerderdissipline.
h.
6.3
Die skoolbeheerliggaam moet deelnemende- en oorlegplegende samesprekings met alle rolspelers en belanghebbendes hou voordat die besluit oor taalbeleidsverandering gefinaliseer word.
Example 3: Language policy clauses for English-Afrikaans parallel-medium secondary schools i. The language policy for _________________ (name of school) is parallelmedium English and Afrikaans languages of instruction for all learning areas. ii.
_________________ (name of school) adheres to the educational principle that mother-tongue (home language) instruction is in the best pedagogical and academic interest of the learner. Accordingly the primary language of instruction for all grades will be either Afrikaans or English, as the particular learner's home language may be.
iii.
One additional language, such as siXhosa (or another African language, as the case may be), will be offered as a subject of choice.
iv.
In accordance with the National Norms and Standards for language policy in education, _____________ (name of school) promotes bilingualism by requiring that second languages, either Afrikaans or English, as the case may be, are compulsory subjects for all grades. v.
Every learner must attain acceptable levels of accomplishment of the first and second languages by Grade 9.
6.4 Example 4: Language policy clauses for English-Afrikaans dual medium secondary schools i.
The language policy for _____________ (name of school) is dual-medium
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English and Afrikaans languages of instruction for all subjects. ii.
_____________ (name of school) promotes the educational principle that bilingual instruction is in the best pedagogical and academic interest of the learner. Accordingly the primary languages of instruction for all grades will be both Afrikaans and English in every class. (Adapt the example as required).
iii.
One additional language, such as French or Setswana, will be offered as a subject of choice.
iv.
In accordance with the Language in Education Policy _____________ (name of school) promotes multilingualism by requiring that second languages, either Afrikaans or English, as the case may be, are compulsory subjects for all grades.
v.
Every learner must attain acceptable levels of accomplishment of the first and second languages by Grade 12.
6.5
Example 5: Parallel-medium language policy clause for a multilingual primary school i. The language policy for _________________ (name of the primary school) is parallel-medium English and isiZulu languages of instruction for all learning areas. ii.
_________________ (name of the primary school) adheres to the principle that mother-tongue (home language) instruction is in the best pedagogical and academic interest of the learner.
iii.
Accordingly, the primary language of instruction for all grades will be the particular learner's home language that is either isiZulu or English.
iv.
In accordance with the National Norms and Standards for language policy in education, _________________ (name of the primary school) promotes multilingualism by requiring that learners whose home language is isiZulu should learn English as a second language, and that learners whose home language is English must learn either isiZulu or Afrikaans, as the case may be, as a compulsory subject from Grade 3 to Grade 7.
v.
In order to promote multilingualism _________________ (name of the primary school) will offer additional languages such as Sepedi, Setswana, Afrikaans, or
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isiXhosa, as the case may be, as an additional subject for Grades 6 and 7.
6.6
Example 6: Language policy clauses for English-isiZulu (or other African language) dual medium primary school i. The language policy for _____________ (name of school) is dual-medium English and Afrikaans languages of instruction for all learning areas. ii.
Accordingly the primary language of instruction for all grades will be both English and isiZulu (for instance), in every class as the particular learner's home language may be.
iii.
One additional language, such as siXhosa, will be offered as a subject of choice for Grade 7 learners.
iv.
In accordance with the National Norms and Standards for language policy in education, _____________ (name of school) promotes bilingualism by requiring that second languages, either English or isiZulu, as the case may be, are compulsory subjects for all grades.
v.
Every learner must attain acceptable levels of accomplishment of the first and second languages by Grade 7.
7.
Factors to consider when changing the language policy and medium of instruction The following factors should be taken into consideration by the school governing body when changing the language policy or medium of instruction of the school: i.
The school’s capacity and number of learners.
ii.
The capacity of the physical classroom and school facilities.
iii.
The need and essentiality of utilising school facilities, rooms, buildings and areas for non-subject-related purposes.
iv.
The probability of the provision of additional funding and resources by the Department of Education.
v.
The educational needs of the learners in the broader school community.
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vi.
National and international trends and best practices with regard to mother-tongue education, promotion of multilingualism and English tuition.
vii.
The impact that the change in language policy will have on: a. the curriculum, specialist subjects and the school’s ability to offer a variety of subject choices; b. the possibility of an increased workload for educators and staff; c. the effect that a change in language policy will have on the quality of teaching and learning, and the subsequent academic results ; and d. the effect on general learner discipline.
The school governing body must deliberate and ensure substantive participation by all role players and interested parties before coming to a final decision on a change of language policy of the school.
8.
Promotion of additional languages and linguistic diversity It is the express policy of _____________ (name of school) to promote multilingualism. In order to accomplish this aim in policy, the school governing body must do the following: i.
Raise funds and budget for the appointment of additional language educators in any of the following languages: French, German, isiZulu, isiXhosa, etc.
ii.
Establish a language laboratory at the school with a dedicated room where learners may learn additional languages by means of computer-aided software, earphones and visual material.
In order to promote multilingualism at the school, the school principal must plan and execute the following actions: i.
Invite speakers of additional languages to regularly interact with learners.
ii.
Arrange excursions or tours to foreign countries or neighbouring areas
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where learners can be exposed to and experience the speaking of other languages. iii.
Liaise with embassies or high commissions of countries of which the learners of the school wish to learn the language and culture.
9.
Disputes and settling of disputes
Decisions concerning the language policy and the changing thereof shall be communicated to parents in writing. Should any parent disagree with the policy, an appeal may be lodged within one month of the receipt of the original decision. Any staff member, learner or parent may lay a relevant complaint, ask any question or submit evidence pertaining to the implementation of this policy without fear of prejudice.
10.
Amendments and interpretation
This policy may be amended, supplemented, modified or altered from time to time by the school governing body. Should any dispute arise regarding the interpretation of any clause of this policy, the legal documents will serve as definitive.
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