The stuttering implementation of language policies in the South African education system

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dc.contributor.authorMncwango, Elliot M.
dc.date.accessioned2020-01-21T12:24:46Z
dc.date.available2020-01-21T12:24:46Z
dc.date.issued2012-01
dc.descriptionPeer reviewed article published under Inkanyiso, Volume 4, Issue 1, Jan 2012, p. 58 - 62en_US
dc.description.abstractThe current status of indigenous African languages in South Africa has caught the attention of language experts, academics and the general public. The main focus of this article is on the role which schools can play to promote and develop indigenous African languages. Schools are viewed as a fertile ground where second languages can be grounded, particularly urban schools which are multiracial, with learners from different linguistic backgrounds. The article observes that while the South African government is committed to promoting and developing indigenous African languages, the implementation of its sound policies on education is lacking. The Language-in-Education Policy (2004) is cited as an ideal, the goals of which, once achieved, could mean massive progress. The article decries the lack of commitment on the part of native speakers of indigenous African languages, in some instances, to invest in their languages, as a retrogressive step in the promotion and development of these languages.en_US
dc.identifier.citationMncwango, E.M., 2012. The stuttering implementation of language policies in the South African education system. Inkanyiso: Journal of Humanities and Social Sciences, 4(1), pp.58-62.en_US
dc.identifier.issn2077-2815
dc.identifier.urihttps://hdl.handle.net/10530/1932
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectLanguage policyen_US
dc.subjectAfrican languagesen_US
dc.subjectmultilingualismen_US
dc.subjectSouth African Language systemen_US
dc.titleThe stuttering implementation of language policies in the South African education systemen_US
dc.typeArticleen_US
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