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data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="79077184" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/79077184/Is_English_becoming_a_threat_to_the_existence_of_indigenous_languages_in_institutions_of_higher_learning_in_South_Africa">Is English becoming a threat to the existence of indigenous languages in institutions of higher learning in South Africa?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26826050" href="https://independent.academia.edu/AnzanilufunoMunyai">Anzanilufuno Munyai</a></div><p class="ds-related-work--metadata ds2-5-body-xs">De Jure, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This article provides a critique of the judgment of the Constitutional Court of South Africa in Gelyke Kanse v Chairperson of the Senate of the University of Stellenbosch1 with specific reference to the concept of transformative constitutionalism and the use of indigenous languages in tertiary education. 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Finally, the paper recommends that the use of indigenous languages at institutions of higher learning needs to be given urgent attention by all stakeholders and can no longer remain at the mercy of those who are tasked with language policies at tertiary institutions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Is English becoming a threat to the existence of indigenous languages in institutions of higher learning in South Africa?","attachmentId":85919463,"attachmentType":"pdf","work_url":"https://www.academia.edu/79077184/Is_English_becoming_a_threat_to_the_existence_of_indigenous_languages_in_institutions_of_higher_learning_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/79077184/Is_English_becoming_a_threat_to_the_existence_of_indigenous_languages_in_institutions_of_higher_learning_in_South_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="48318508" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48318508/Going_to_a_better_life_perspectives_on_the_future_of_language_in_education_for_San_and_Khoe_South_Africans">Going to a better life: perspectives on the future of language in education for San and Khoe South Africans</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="95753428" href="https://ajitha.academia.edu/NigelCrawhall">Nigel Crawhall</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Educational Development, 1999</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Going to a better life: perspectives on the future of language in education for San and Khoe South Africans","attachmentId":66994276,"attachmentType":"pdf","work_url":"https://www.academia.edu/48318508/Going_to_a_better_life_perspectives_on_the_future_of_language_in_education_for_San_and_Khoe_South_Africans","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48318508/Going_to_a_better_life_perspectives_on_the_future_of_language_in_education_for_San_and_Khoe_South_Africans"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="20896166" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/20896166/Indigenous_African_Languages_as_Agents_of_Change_in_the_Transformation_of_Higher_Education_Institutions_in_South_Africa_Unisa">Indigenous African Languages as Agents of Change in the Transformation of Higher Education Institutions in South Africa: Unisa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8506058" href="https://unisouthafr.academia.edu/PinkiePhaahla">Pinkie Phaahla</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of African studies</p><p class="ds-related-work--abstract ds2-5-body-sm">The promotion of multilingual education can be regarded as a force that is driving change in language teaching and learning. The existing literature refers to the positive impact of new discourses and interventions on non-English home-language speakers’ efforts to learn English successfully as a subject in school. However, the effectiveness of English 2nd Language (EL2) teaching interventions remains a bone of contention. In this paper, I shall therefore investigate whether or not issues of mother-tongue and multilingual education have been placed at the centre of educational reform. The paper is based on a situation analysis of multilingual language policies in 18 institutions of higher learning in South Africa. Unisa (a national and international university) is perceived as a major force in achieving this goal in South Africa was found that students’ perceptions of language matters are not reflected in Unisa’s language policy planning. Narratives and document analysis are used as ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Indigenous African Languages as Agents of Change in the Transformation of Higher Education Institutions in South Africa: Unisa","attachmentId":41618314,"attachmentType":"pdf","work_url":"https://www.academia.edu/20896166/Indigenous_African_Languages_as_Agents_of_Change_in_the_Transformation_of_Higher_Education_Institutions_in_South_Africa_Unisa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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African higher education system</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="99829619" href="https://independent.academia.edu/NkunaP">Paul Nkuna</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The fit between government language policies and institutional language policies : the case of indigenous languages in the South African higher education system","attachmentId":77737305,"attachmentType":"pdf","work_url":"https://www.academia.edu/66616596/The_fit_between_government_language_policies_and_institutional_language_policies_the_case_of_indigenous_languages_in_the_South_African_higher_education_system","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/66616596/The_fit_between_government_language_policies_and_institutional_language_policies_the_case_of_indigenous_languages_in_the_South_African_higher_education_system"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="26308085" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26308085/THE_POLITICS_OF_LANGUAGE_IN_SOUTH_AFRICAN_INSTITUTIONS_OF_HIGHER_LEARNING">THE POLITICS OF LANGUAGE IN SOUTH AFRICAN INSTITUTIONS OF HIGHER LEARNING</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33635493" href="https://independent.academia.edu/MavhunguMusitha">Mavhungu Musitha</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This study investigated the factors that prevent the use of Black languages as media of instruction and also proposed strategies for promoting black languages in Black universities. Black Africans constitute the majority in almost all the provinces of South Africa. They are followed by Coloured, Whites and Indians or Asians. Coloured people constitute the largest group in the Western Cape while Black African people constitute the largest group in all other provinces. In all the provinces where Blacks constitute majority they do not receive education through the media of their own mother languages. This is despite the fact that the Constitution adopted in 1994 recognises all the eleven languages in the country. The equality accorded to the eleven languages is just on paper and not in practice. English and Afrikaans are the only two languages used as media of instruction in all the 25 universities in the country. Black learners have revolted against the use of Afrikaans in 1976 as a medium of instruction and are again revolting against the same language in the 2016. This study revealed that there is a lack of transformational leadership on the side of politicians and policy makers to implement the requirements of the constitution. The study has also found that Black students do not understand the importance of language as a function of culture because instead of fighting for an African language to be a medium of instruction, they fight to replace Afrikaans with a colonial language, English. A study by Neethling has revealed that one of South African languages isiXhosa has the potential to develop as a medium of instruction. This study recommends that government should develop an agenda of transformation with time frames to force universities to introduce African languages as media of instruction. Universities should from time to time submit their reports to the Department of Education and be presented to parliament. Transforming councils will facilitate changes in the curriculum and medium of instruction. Government should mobilise resources to promote the wider use of indigenous languages throughout the country.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"THE POLITICS OF LANGUAGE IN SOUTH AFRICAN INSTITUTIONS OF HIGHER LEARNING","attachmentId":46621442,"attachmentType":"pdf","work_url":"https://www.academia.edu/26308085/THE_POLITICS_OF_LANGUAGE_IN_SOUTH_AFRICAN_INSTITUTIONS_OF_HIGHER_LEARNING","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26308085/THE_POLITICS_OF_LANGUAGE_IN_SOUTH_AFRICAN_INSTITUTIONS_OF_HIGHER_LEARNING"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="98918177" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98918177/Languages_development_and_reconstructing_education_in_South_Africa">Languages, development and reconstructing education in South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40879767" href="https://independent.academia.edu/KathleenHeugh">Kathleen Heugh</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Educational Development, 1999</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Languages, development and reconstructing education in South Africa","attachmentId":100141913,"attachmentType":"pdf","work_url":"https://www.academia.edu/98918177/Languages_development_and_reconstructing_education_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/98918177/Languages_development_and_reconstructing_education_in_South_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="4309624" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4309624/Language_and_Development_in_Multilingual_Settings_A_Case_Study_of_Knowledge_Exchange_and_Teacher_Education_in_South_Africa">Language and Development in Multilingual Settings: A Case Study of Knowledge Exchange and Teacher Education in South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5243769" href="https://uwc.academia.edu/CaroleBloch">Carole Bloch</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11509" href="https://reading.academia.edu/VivEdwards">Viv Edwards</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Review of Education, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">The quality of a country’s human-resource base can be said to determine its level of success in social and economic development. This study focuses on some␣of the major human-resource development issues that surround the implementation of South Africa’s policy of multilingualism in education. It begins by discussing the relationship between knowledge, language, and human-resource, social and economic development within the global cultural economy. It then considers the situation in South Africa and, in particular, the implications of that country’s colonial and neo-colonial past for attempts to implement the new policy. Drawing on the linguistic-diversity-in-education debate in the United Kingdom of the past three decades, it assesses the first phase of an in-service teacher-education programme that was carried out at the Project for Alternative Education in South Africa (PRAESA) based at the University of Cape Town. The authors identify key short- and long-term issues related to knowledge exchange in education in multilingual societies, especially concerning the use of African languages as mediums for teaching and learning. SPRACHE UND DIE ENTWICKLUNG IN VIELSPRACHIGEN UMGEBUNGEN: EINE FALLSTUDIE DER WISSENSVERMITTLUNG UND DER LEHRERAUSBILDUNG IN SÜDAFRIKA – Die Qualität der Wissensbestände der Bevölkerung eines Landes ist die Basis der sozialen und wirtschaftlichen Entwicklung. Diese Studie beschäftigt sich mit einigen Themen in Bezug auf die Entwicklung von Humanressourcen, die mit der EinfÜhrung des Prinzips der Vielsprachigkeit im sÜdafrikanischen Bildungssystem einher gehen. Am Anfang steht die Diskussion des Verhältnisses zwischen Wissen, Sprache, Humanressourcen und der sozialen und wirtschaftlichen Entwicklung innerhalb der globalen kulturellen ökonomie. Es folgt eine Betrachtung der Situation in SÜdafrika und im Besonderen der Konsequenzen, die sich aus der kolonialen und neokolonialen Vergangenheit des Landes fÜr die Bestrebungen ergeben, die neue Politik durchzusetzen. Mit Bezug auf die Debatte, die in den letzten drei Jahrzehnten in Großbritannien Über die sprachliche Vielfalt in der Bildung gefÜhrt wurde, wird die erste Phase eines bestehenden Lehrerfortbildungsprogramms bewertet, das vom Projekt fÜr alternative Bildung in SÜdafrika (PRAESA) an der Universität von Kapstadt entwickelt wurde. Die Autorinnen beschrieben kurzfristige wie langfristige SchlÜsselthemen, welche mit der Wissensvermittlung in der Bildung in vielsprachigen Gesellschaften verbunden sind. Ein besonderes Augenmerk liegt auf dem Gebrauch afrikanischer Sprachen als Medien fÜr Lehren und Lernen. LANGUE ET DÉVELOPPEMENT DANS LES CADRES MULTILINGUES : UNE ÉTUDE DE CAS DE L’ÉCHANGE DE CONNAISSANCES ET DE L’ÉDUCATION DES ENSEIGNANTS EN AFRIQUE DU SUD – on peut affirmer de la qualitÉ de la base des ressources humaines qu’elle dÉtermine le niveau de succès d’un pays dans le dÉveloppement Économique et social. Cette Étude se concentre sur certaines des questions principales de dÉveloppement des ressources humaines qui accompagnent la mise en œuvre de la politique sud-africaine du multilinguisme dans l’Éducation. Elle s’ouvre sur une discussion sur le rapport entre la connaissance, la langue et les ressources humaines, et le dÉveloppement Économique et social au sein de l’Économie culturelle globale. Puis elle considère la situation en Afrique du Sud et, en particulier, les implications du passÉ colonial et nÉo-colonial de ce pays pour les tentatives de mettre en œuvre la nouvelle politique. S’inspirant du dÉbat sur la diversitÉ linguistique de l’Éducation dans le Royaume-Uni de ces trois dernières dÉcennies, elle Évalue la première phase d’un programme d’Éducation d’enseignants en service, mis à exÉcution dans le Projet pour une Éducation Alternative en Afrique du Sud (PRAESA) basÉ à l’UniversitÉ du Cap. Les auteurs identifient les problèmes clÉs à court et à long terme en liaison avec l’Échange de connaissance en Éducation dans les sociÉtÉs multilingues, particulièrement au sujet de l’utilisation des langues africaines comme des mediums pour enseigner et apprendre. LENGUAJE Y DESARROLLO EN ENTORNOS MULTILINGÜES: ESTUDIO SOBRE UN CASO REAL DE INTERCAMBIO DE CONOCIMIENTOS Y FORMACIÓN DE DOCENTES EN SUDÁFRICA – Se puede afirmar que la calidad de la base de los recursos humanos de un país determinarÁ el nivel de␣éxito de su desarrollo social y econÓmico. Este estudio se concentra en algunos de los principales aspectos de desarrollo que enmarcan la implementaciÓn de la política␣sudafricana de multilingÜismo en la educaciÓn. Comienza con la descripciÓn de␣las relaciones existentes entre conocimiento, lenguaje, recursos humanos y desarrollo social y econÓmico dentro del contexto cultural global. Luego, pasa a considerar la situaciÓn reinante en SudÁfrica y, en particular, la influencia que el pasado colonial y neocolonial de ese país ejerce sobre los intentos de implementar␣la␣nueva política. Haciendo un esbozo del debate sobre diversidad lingÜística que␣ha tenido lugar en el Reino Unido a lo largo de las últimas tres décadas, presenta una evaluaciÓn de la primera fase de un programa de formaciÓn prÁctica de los docentes que se ha realizado en el marco del Proyecto de EducaciÓn Alternativa en SudÁfrica (PRAESA) originado en la Universidad de Ciudad del Cabo. Las autoras identifican aspectos clave, de corto y largo plazo, relacionados con el intercambio de informaciÓn en la educaciÓn en sociedades multilingÜes, y ante todo relacionados con el uso de lenguas africanas como medio de enseñanza y de aprendizaje.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Language and Development in Multilingual Settings: A Case Study of Knowledge Exchange and Teacher Education in South Africa","attachmentId":49949325,"attachmentType":"pdf","work_url":"https://www.academia.edu/4309624/Language_and_Development_in_Multilingual_Settings_A_Case_Study_of_Knowledge_Exchange_and_Teacher_Education_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a 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data-author-id="46371897" href="https://independent.academia.edu/NazimaRassool">Nazima Rassool</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Sociolinguistics, 2008</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Global Issues in Language, Education and Development: Perspectives from Postcolonial Countries by Naz Rassool","attachmentId":105237457,"attachmentType":"pdf","work_url":"https://www.academia.edu/105894979/Global_Issues_in_Language_Education_and_Development_Perspectives_from_Postcolonial_Countries_by_Naz_Rassool","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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href="https://independent.academia.edu/MakoniSinfree">Sinfree Makoni</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Per Linguam, 2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Some of the metaphors about language, in language planning discourses in Sohth Africa: Boundaries, frontiers and commodification","attachmentId":116011177,"attachmentType":"pdf","work_url":"https://www.academia.edu/121029830/Some_of_the_metaphors_about_language_in_language_planning_discourses_in_Sohth_Africa_Boundaries_frontiers_and_commodification","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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