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class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="37738732" href="https://wwwwits.academia.edu/DominiqueMwepu"><img alt="Profile image of Dominique Mwepu" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Dominique Mwepu</a></div><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":39725988,"attachmentType":"pdf","workUrl":"https://www.academia.edu/17815985/Language_policy_and_education_in_South_Africa"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":39725988,"attachmentType":"pdf","workUrl":"https://www.academia.edu/17815985/Language_policy_and_education_in_South_Africa"}"><span 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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/64311509/How_South_African_teachers_make_sense_of_language_in_education_policies_in_practice"><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="4142354" 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/4142354/Language_Curriculum_Development_in_South_Africa_What_Place_for_English_with_Gary_Barkhuizen">Language Curriculum Development in South Africa: What Place for English? with Gary Barkhuizen</a><div 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Alternative political ideologies and educational philosophies have clearly determined the nature of each of these decisions and their implementation—a point especially true of the South African situation. In this article we focus on the changing role and status of English within new language-in-education policies in South Africa. Because the implementation of new policies needs to be understood in the light of past policies and their effects, we briefly place current policy debates in their historical context. We then present a model that provides a descriptive framework for analyzing and evaluating decisions made relating to language-in-education planning. 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The research problem is that the post-1994 governments of South Africa stated in the Constitution of the Republic of South Africa (1996) that indigenous official African languages must be in the curricula of the education system. But the findings reflect that this constitutional mandate has not been accomplished in the twenty years of South Africa’s liberation. Conclusions drawn are that the former two official languages used in the education policies of the apartheid South Africa, i.e. English and Afrikaans, have continued to be used in pretended implementation of indigenous of- ficial African languages in the curricula of education of a free South Africa.</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":"3 - African Languages Policy in the Education of South Africa: 20 Years of Freedom or Subjugation?","attachmentId":105692050,"attachmentType":"pdf","work_url":"https://www.academia.edu/106526590/3_African_Languages_Policy_in_the_Education_of_South_Africa_20_Years_of_Freedom_or_Subjugation","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/106526590/3_African_Languages_Policy_in_the_Education_of_South_Africa_20_Years_of_Freedom_or_Subjugation"><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="8" data-entity-id="43719221" 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/43719221/LANGUAGE_IN_EDUCATION_POLICY_A_BARRIER_TO_ACADEMIC_AND_COGNITIVE_DEVELOPMENT_OF_LEARNERS_ACROSS_GRADES_A_CASE_OF_SOUTH_AFRICAN_TEACHERS_NARRATIVES">LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS' NARRATIVES</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="123067782" href="https://independent.academia.edu/TawandaMataka">Tawanda Mataka</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="92174446" href="https://vrienskes.academia.edu/TakuraBhila">Takura Bhila</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="121173266" href="https://independent.academia.edu/IJRAWResearchPublication">IJARW Research Publication</a></div><p class="ds-related-work--metadata ds2-5-body-xs">IJARW, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Decolonising education has and is still an uphill task for many African countries especially those that have scars of a gruesome colonial past such as South Africa, among others. It is against this background that I argue in this paper that the language of instruction imposed through Language in Education policy has and is perpetuating the colonial legacy and bottle necking impacting negatively on cognitive and academic development of learners. Consequently, there are loud calls from various stakeholders and student bodies to decolonise education in South Africa to change the status quo. Since 1976 and later on 2015, South African youth in higher education institutions have intensified the call to decolonise education. One of the major areas of concern towards decolonisation is language of learning and teaching (LoLT) and the language of learning materials. This call comes because even though South Africa is now a democracy that gives official status to its indigenous languages, English still enjoys hegemony in all areas including and especially in education as the LoLT from grade 4 up to tertiary education. This translates to a betrayal of the constitutional prerogative of inclusive education for all. Teacher narratives and questionnaire were data generation tools from teachers in South Africa. They articulated their experiences and their recommendations to improve the system. The data generated was processed and presented into themes. Keyword: language in education policy, language of learning, decolonisation, indigenous language, hegemony</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 IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS' NARRATIVES","attachmentId":64026590,"attachmentType":"pdf","work_url":"https://www.academia.edu/43719221/LANGUAGE_IN_EDUCATION_POLICY_A_BARRIER_TO_ACADEMIC_AND_COGNITIVE_DEVELOPMENT_OF_LEARNERS_ACROSS_GRADES_A_CASE_OF_SOUTH_AFRICAN_TEACHERS_NARRATIVES","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/43719221/LANGUAGE_IN_EDUCATION_POLICY_A_BARRIER_TO_ACADEMIC_AND_COGNITIVE_DEVELOPMENT_OF_LEARNERS_ACROSS_GRADES_A_CASE_OF_SOUTH_AFRICAN_TEACHERS_NARRATIVES"><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="9" data-entity-id="47870699" 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/47870699/The_language_in_education_policy_and_attitudes_of_learners_educators_and_parents_towards_English_or_and_isiZulu_as_the_language_of_learning_and_teaching_the_case_of_selected_secondary_schools_in_Durban_Metro_in_KwaZulu_Natal_province">The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province</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="24176167" href="https://independent.academia.edu/BulelwaNyangiwe">Bulelwa Nyangiwe</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2004</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 language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal 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