Reading for the creation of texts has been ignored, perhaps historically because of its political implications. To assume that the ends of education are best advanced by focusing principally on our own separateness, our own ethnic identity, culture and traditions ironically places us where as subaltern, inferior, or lesser races we had been placed by nineteenth-century racial theory, unable to share in the general riches of human culture.
Concomitant with that, we have to be extra vigilant of the west with their politically correct denunciation of English as neo-colonialism and our own colleagues who continue to see English from a hegemonic lens. This may be partly attributable to the quality of learning in the mother tongue that has preceded the switch to English.
Although the policy is potentially positive, many teachers, teacher education and parents wrestle with the consequences of handing over the responsibility for Language of Learning and Teaching policy formulation to school governing bodies, which are not adequately informed, trained or equipped to make such key decisions in disadvantaged contexts.
The tragedy is that, having chosen English as the LoLT, the level of English offered and mastered in most schools still reflects inadequate functionality for meeting the aspirations of those wanting to move out of poverty.
The findings of this study are still embargoed through pressure by the teacher unions. Even in the promotion of African languages during apartheid, it was not a linguistic or language rights imperative, but rather a political tool of the regime to foster ethnic divisions and to keep black learners away from English which was a language of power and access.
Of serious concern is the low intake of teacher education students at foundation phase level to offer mother-tongue instruction in indigenous languages.
The quality training of language teachers is unfortunately not foregrounded as there are more serious issues within the complexity of teacher education to be addressed. However as Spivak maintains, we need to recognise the positive effects of English and see it as an enabling violation.
From the perspective of Bourdieu this represents cultural capital. There is a serious shortage of resources: However, the fact remains that at least in the foreseeable future, English will continue to be a major language in this country and the world at large.
Linguistic diversity should be fostered. Conclusion A relevant language curriculum within a post-colonial context has to take into cognizance not only the local cultural diversity but also the global store of knowledge that characterizes the heterogeneity of our common humanity.
The school system itself is complex in terms of language politics. The history of mother-tongue education in South Africa therefore makes language policy extremely complex, giving rise to baffling reactions from parents, to efforts to instantiate language rights in schooling.
English does not perpetuate the privileged status of an elite class, on the contrary, English promotes structural-economic development and social inter-group and inter-personal interactions, vital components for reconciliation and growth in a new democracy.
It is ironical that it is mostly white learners who only have English as a language and most black children speak African languages at home. A key question in this scenario as asked by the NEPI document in is: More realistically, learners who do not have an African language in South Africa are deprived of the opportunity for meaning construction within the African context that forms their life world.
It is therefore not strange that in recent literacy tests in this province, it was found that the teacher knowledge was not much higher than learner knowledge in primary schools.For instance, South Africa has 1 1 of ficial languages but English and Afrikaans remain the de facto mediums of instruction in schools.
No significant ef forts are being made to develop and encourage the use of indigenous. English is the main form of communication between the various tribes of South Africa, so I would say that most South Africans have at least basic English skills, with.
An conference that divided Africa into European colonial territories. The boundaries created in Berlin satisfied European ambition but ignored indigenous cultural affilitations. Many of Africa's civil conflicts can be traced to ill-concieved territorial divisions crafted in that is not the mother tongue; or (d) the less used language.
English on the Rise in Africa Today, 26 countries in sub-Saharan Africa use English either as an official language exclusively (like Nigeria and Ghana) or as an official language alongside another African language (like in Kenya or South Africa) (Negash, ; World Factbook, ).
Which of the following is an argument in favor of transnational corporations in developing countries? They generate employment and integrate developing countries into the global economy by infusing capital, supplying jobs, and transferring modern technology.
The prevalence of English in South Africa owes much to the fact that Dutch control in South Africa ended in After that point, British rule was uninterrupted, ending only when the Union of South Africa was established in as a self-governing country within the British Empire.Download