South Africa language of instruction at a crossroads: policy versus parents

• In Event: Poster session III
  In Poster Session: Poster session 3

Proposal

This poster presentation will explore to what extent South Africa’s language of instruction policies align with the interests of its citizens. South Africa is one of many countries in the region grappling with how to balance providing its citizens with a quality education, compete on the global stage, and honor the desires of its citizens. The research for this poster will be a critique of the current literature on the topic of language of instruction, as well as, research on South Africans preference for English versus mother tongue as the language of instruction in schools.

There is broad support by international education experts that students learn most effectively when instructed in their mother tongue (Bamgbose, 2005; Prah, 2000; Webley 2007). There is also growing interest in language as a human right, and that mother tongue instruction (MTI) should be part of a child’s right to education (Babaci-Wilhite, 2013; Rubagumya, Afitska, Clegg, & Kiliku, 2011; Skutnabb-Kangas & Phillipson, 1995). As a result, many countries, including South Africa, have implemented school policies that promote MTI. In the case of South Africa, MTI begins when children enter school until grade 4, at which point they have the choice to continue their studies in English or Afrikaans. However, many South African parents are not in agreement with the national policy. They would prefer that their children be educated in entirely in English because they view English as the language their children will need to succeed in the increasingly globalized world (Gardiner, 2008). Many parents are already showing their preference by enrolling their children in private English language schools and/or speaking with their children predominately in English to promote language fluency (Deumert, 2010; Oliver, 2009). The government of South Africa is therefore at a crossroads. It must decide if it should continue with the promotion of mother tongue instruction, as advised by experts, or if it should listen to its citizens who are already independently transitioning to using English over local languages.

No matter what choice South Africa makes regarding language of instruction, one implication is clear. The country must improve the quality of education its students receive. South African student achievement is near the bottom on international standardized tests such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). In order for South African student achievement to improve, the government must either: 1.) Reform the current system to ensure students are acquiring the language skills they need in their mother tongue to successfully transition to English in later grades, or 2.) Transition to English as the language of instruction for all grade levels. This poster presentation will present the positive and negative implications of each of these options. The path forward for South Africa is unclear, but decisive action must be taken in order to ensure its citizens are receiving their right to a quality education.

Author

• Susan Stine, University of Pennsylvania