“Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”

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dc.contributor.advisorKuye, Jerry Oen_ZA
dc.contributor.authorMmusi, Eboleleng Jacobusen_ZA
dc.date.accessioned2014-11-18T17:02:14Z
dc.date.available2014-11-18T17:02:14Z
dc.date.issued1999en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis study has explored the New Language Policy of South Africa, with special reference to African languages as possible media of instruction, at pre-tertiary level of education. The most critical and relevant linguistic aspects examined here, takes into account the issue of multilingualism in education or multilingual education (particularly the issues that still handicaps it), the development of African languages and linguistic rights. The study provides a brief overview with regard to individual and collective rights in South Africa. In sum, the South African government’s attempt to implement the New Language Policy, in part, has been carefully examined. The study has also investigated the relationship between the New Language policy and the people it directly affects. In this respect, much attention has been paid to the attitudes of teachers and students of the African community, that is, African-language speakers, toward the New Language policy. However, the legitimacy of the New Language policy amongst the Afrikaans-speaking populace is not explored in this study. It is anticipated that further research will he conducted in this respect. This study has further demonstrated how the government can be entrapped through the designing of its public policies. Sometimes governments fail to implement the policies they have formulated and announced to the public. The New Language policy of South Africa is no exception. This study indicates that although the New Language policy is politically correct, it is practically unworkable, complex, problematic and controversial with regard to African languages as media of instruction. Some recommendations are provided to shed other alternatives with regard to the successful implementation of the New Language policy. The study indicates that the South African Government should minimise its eleven media of instruction. Whilst one language (English) should serve as a medium of instruction in predominantly African or Black public schools, other languages (African languages) should be taught as subjects in the school curriculum.en_ZA
dc.identifier.apacitationMmusi, E. J. (1999). <i>“Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Political Studies. Retrieved from http://hdl.handle.net/11427/9702en_ZA
dc.identifier.chicagocitationMmusi, Eboleleng Jacobus. <i>"“Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Political Studies, 1999. http://hdl.handle.net/11427/9702en_ZA
dc.identifier.citationMmusi, E. 1999. “Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mmusi, Eboleleng Jacobus AB - This study has explored the New Language Policy of South Africa, with special reference to African languages as possible media of instruction, at pre-tertiary level of education. The most critical and relevant linguistic aspects examined here, takes into account the issue of multilingualism in education or multilingual education (particularly the issues that still handicaps it), the development of African languages and linguistic rights. The study provides a brief overview with regard to individual and collective rights in South Africa. In sum, the South African government’s attempt to implement the New Language Policy, in part, has been carefully examined. The study has also investigated the relationship between the New Language policy and the people it directly affects. In this respect, much attention has been paid to the attitudes of teachers and students of the African community, that is, African-language speakers, toward the New Language policy. However, the legitimacy of the New Language policy amongst the Afrikaans-speaking populace is not explored in this study. It is anticipated that further research will he conducted in this respect. This study has further demonstrated how the government can be entrapped through the designing of its public policies. Sometimes governments fail to implement the policies they have formulated and announced to the public. The New Language policy of South Africa is no exception. This study indicates that although the New Language policy is politically correct, it is practically unworkable, complex, problematic and controversial with regard to African languages as media of instruction. Some recommendations are provided to shed other alternatives with regard to the successful implementation of the New Language policy. The study indicates that the South African Government should minimise its eleven media of instruction. Whilst one language (English) should serve as a medium of instruction in predominantly African or Black public schools, other languages (African languages) should be taught as subjects in the school curriculum. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - “Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction” TI - “Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction” UR - http://hdl.handle.net/11427/9702 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9702
dc.identifier.vancouvercitationMmusi EJ. “Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Political Studies, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9702en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Political Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherDemocratic Governanceen_ZA
dc.title“Implications of South Africa’s new language policy with special references to the implementation of African languages as media of instruction”en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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