LANGUAGE PLANNING PROCESSES IN SOUTH AFRICA: AN ANALYSIS OF THE LANGUAGE IN EDUCATION POLICY

This article is essentially an analysis and critique, of the Language in Education Policy in South Africa. This analysis is carried out against the backdrop of multilingualism and nation building in South Africa, and the language situation in the country. For the purpose of the article the concept of multilingualism refers to the fact that many languages are spoken in South Africa, and that many South Africans know [that is, can speak] more than one language. South Africa is a country with eleven official languages and at least thirteen non-official indigenous and foreign languages. This article also highlights language distribution according to provinces in South Africa. The language in Education Policy is outlined with a focus on the two main areas it covers, namely (1) Norms and standards guiding School Governing Bodies’ selection of school language policies, and (2) The additive approach to multilingualism. The outline also includes the main aims of the ministry of education’s policy for language in Education, and guidelines for choice of language in Education so that the multilingualism in schools is addressed and accommodated in the teaching-learning situation. Finally, the critique of South Africa’s language in Education policy focuses on the practicability of the policy in implementation. The policy seems to focus on ideals for accommodating and engendering multilingualism. These may not be feasible in South Africa given the general lack of physical and human resources in schools. Poor administration and power struggles associated with the language-status relationship, at the school, community, local and provincial levels are also potential threats to the successful implementation of the language in Education policy in South Africa.