- Title
- Transformative Power of Language Policies in Higher Education:
- Creator
- Kaschula, Russell H
- Creator
- Docrat, Zakeerah
- Date Issued
- 2020
- Date
- 2020
- Type
- text
- Type
- book
- Identifier
- http://hdl.handle.net/10962/174502
- Identifier
- vital:42483
- Identifier
- ISBN 9781108498821
- Description
- There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Format
- p.85
- Format
- Publisher
- Cambridge University Press
- Language
- English
- Relation
- Docrat, Z. and Kaschula, R.H., 2020. 4 Transformative Power of Language Policies in Higher Education. The Transformative Power of Language: From Postcolonial to Knowledge Societies in Africa, p.85. Cambridge University Press
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions Cambridge University Press Rights and Permissions Statement (https://www.cambridge.org/za/about-us/rights-permissions)
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Kaschula, Russell H (Prof)
RU School of Languages and Literatures
RU DST/NRF SARChI for Intellectualisation of African Languages, Multilingualism and Education
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