Language-in-education policy: students’ perceptions of the status and role of Xhosa and English  

Oleh:

Barkhuizen, Gary P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 30 no. 4 (Dec. 2002), page 499-515.
Topik: Language-in-education planning; African languages; Learners’ beliefs; South Africa
Fulltext: Barkhuizen_Gary_P.pdf (323.56KB)

Isi artikel

The promotion of multilingualism and the advancement of African languages in South Africa’s education system are the two main threads running through language-in-education policy proposals and statements. This policy is manifest in decisions about which languages to include in the school curriculum and which languages to use as languages of learning and teaching (LOLT). This article reports on a study which examined these issues, paying particular attention to the relative role and status of Xhosa and English, from the perspective of high school students studying Xhosa as a first language and English as a second language. The findings show that the students have a preference for English as the LOLT and for life after school but the position of Xhosa as LOLT and school subject is less clear. Implications for teachers and language-in-education planners are considered and it is suggested that research of a more qualitative nature further explore these issues.

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