Incremental Introduction of African Languages Policy Notes

Definitions

  • Additional Language: Language learned alongside one’s home language for communication, education purposes.
  • Additive Multilingualism: Learning a new language while preserving the home language.
  • African Languages: Geographical classification of languages spoken in Africa.
  • Assessment: Continuous process of evaluating learner competence.
  • Curriculum and Assessment Policy Statement Grades R-12: Documents detailing scope, aim, and assessment of subjects in education.
  • First Additional Language: Language learned for communication and academic skills essential for learning.
  • Language Level: Proficiency levels of languages at school (Home Language, First Additional, Second Additional).
  • Language of Learning and Teaching (LoLT): Language used by teachers to instruct students (chosen by governing body).

Introduction

  • The Incremental Introduction of African Languages (IIAL) Policy aims to:
    1. Promote African languages among non-African home language learners.
    2. Enhance proficiency in African languages at Home Language level.
    3. Improve the utility of sidelined African languages as First Additional Languages.
    4. Empower parents to choose home languages.
    5. Expand language access for learners beyond English and Afrikaans.
    6. Foster social cohesion and preserve cultural heritage.
  • Implementation starts in Grade 1 (2015) and continues until Grade 12 (2026).

Background

  • Research highlights the importance of African languages in improving learning outcomes.
  • NEEDU report: Supports the introduction of an African language for all learners.
  • Key issues:
    • Poor outcomes largely due to inadequate language proficiency.
    • Recommendations to strengthen language learning in education systems.

Aims

  • Enhance proficiency in African home languages.
  • Increase language accessibility for learners, requiring non-African home language speakers to learn African languages.
  • Promote social cohesion and cultural preservation through language development.

Legislative Context

  • Language in Education Policy: Upholds the educational use of eleven designated languages in South Africa.
  • Governed by various Acts:
    1. Constitution (Act 108 of 1996): Ensures equal treatment and rights regarding languages in education.
    2. Bill of Rights: Emphasizes cultural and linguistic rights in education settings.
    3. National Education Policy Act 1996: Authorizes language instruction rights for learners.
    4. South African Schools Act 1996: Mandates school governing bodies to determine language policies.

Current Position

  • Languages offered as:
    1. Language(s) of learning and teaching.
    2. Subjects.
  • Determined by school governing bodies adhering to legal frameworks.

Language Subject Structure

  • Three levels:
    • Home Language (HL): For learners already proficient in that language.
    • First Additional Language (FAL): For learners starting from at least minimal exposure.

Policy Framework

Programme Requirements

  • From Grades 1-12, learners must offer three official languages:
    • One at HL level.
    • Two at FAL level.

Promotion Requirements

  • Pass requirements for languages in Grades 1-9 (FAL) and FET (Grade 12).

Time Allocation

Instructional Time Adjustments

  • Foundation Phase (Grades 1-3): Increase in weekly instructional hours for languages and subjects like mathematics.
  • Intermediate and Senior Phases (Grades 4-9): Similar increases.
  • FET Phase (Grades 10-12): Aligning with the previous phases in terms of total hours.

Implications for Incremental Introduction

Programme and Promotion Requirements

  • Consideration of impacts on national policies and curricular decisions.

Provision of Resources

  • Coordination between the Department of Basic Education and publishers for resources in various languages.

Teacher Provision

  • Requirement for qualified African language teachers.
  • Context-sensitive strategies for teacher allocation based on local demographics.

Funding Implications

  • Need for budget allocation for teaching materials, staffing, and training programs.

Monitoring and Evaluation

  • Monitoring by the Department of Basic Education must gather school-level feedback.
  • Focus on:
    • Resource allocation and use.
    • Assessment impacts and effectiveness of training programs.