Continuities or Change?: A Synchronic and Diachronic Analysis of Documented Language Policies of Selected Universities in South Africa
DOI:
https://doi.org/10.17507/jltr.1402.05Keywords:
language policy, ideologies, South African Universities, African languages, multilingualismAbstract
In line with the requirements of Department of Higher Education and Training’s language policy framework, universities in South Africa have crafted language policies that commit to promote multilingualism and contribute to the transformation of higher education. This article is an analysis of previous and current revised language policies of North-West University and Stellenbosch University in South Africa. By focusing on the wording and framing of language policy provisions in the past and present policy documents, we show that language policies of the two institutions have been characterised by continuities than change. Through a theorisation of language policy as a function of ideologies, practices and management, the article exposes how the institutions’ language policies perpetuate the marginalisation and exclusion of indigenous language as languages of instruction and continue to legitimatise Afrikaans and English in varying degrees. While the language policies of the two institutions are full of promise to foster inclusive multilingual education, the wording of the policy provisions betrays the fallacy of this promise by the inclusion of caveats and conditions to be met for indigenous African languages to be used in teaching and learning. The article however notes the positive steps taken by the two historically Afrikaans medium universities to commit to multilingual education by the inclusion of African languages as potential languages of instruction. We conclude that further policy revisions are imperative to eliminate vague and escapist terminology that militates against the implementation and realisation of multilingualism as envisaged in the language policies of the two universities.
References
Antia, B. E., & Dyers, C. (2016). Epistemological access through lecture materials in multiple modes and language varieties: The role of ideologies and multilingual literacy practices in student evaluations of such materials at a South African University. Language Policy, 15(4), 525–545. https://doi.org/10.1007/s10993-015-9389-4
Antia, B. E., & van der Merwe, C. (2019). Speaking with a forked tongue about multilingualism in the language policy of a South African university. Language Policy, 18(3), 407–429. https://doi.org/10.1007/s10993-018-9493-3
Bamgbose, A. (1991). Language and the nation: The language question in sub-Saharan Africa. Edinburgh University Press
Barros, S., Domke, L. M., Symons, C., & Ponzio, C. (2021). Challenging monolingual ways of looking at multilingualism: Insights for curriculum development in teacher preparation. Journal of Language, Identity & Education, 20(4), 239–254. https://doi.org/10.1080/15348458.2020.1753196
Bourdieu, P. (1991). Language and Symbolic Power. Polity press.
Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21–47. https://doi.org/10.18806/tesl.v36i1.1301
Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. https://doi.org/10.1080/01434632.2017.1284855
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 003368822210827. https://doi.org/10.1177/00336882221082751
Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208. https://doi.org/10.1016/j.pragma.2010.10.006
Department of Arts and Culture (2003). National Language Policy Framework. Available at: http://www.dac.gov.za/sites/default/files/LPD_Language%20Policy%20Framework_English_0.pdf. (Accessed on 19 May 2022).
Department of Higher Education and Training (2020). Language Policy Framework for Public Higher Education Institutions. Available at: https://www.gov.za/sites/default/files/gcis_document/202011/43860gon1160.pdf. (Accessed on 12 May 2022).
Docrat, Z. (2020). A critique of the language of record in South African courts in relation to selected university language policies [PhD, Rhodes University]. https://doi.org/10.21504/10962/141394
Docrat, Z., & Kaschula, R. H. (2015). ‘Meaningful engagement’: Towards a language rights paradigm for effective language policy implementation. South African Journal of African Languages, 35(1), 1–9. https://doi.org/10.1080/02572117.2015.1056455
Drummond, A. (2016). An analysis of language policy versus practice in two South African universities. Southern African Linguistics and Applied Language Studies, 34(1), 71–79. https://doi.org/10.2989/16073614.2016.1159522
Dyers, C., & Abongdia, J.-F. (2015). Ideology, policy and implementation: Comparative perspectives from two African universities. Stellenbosch Papers in Linguistics, 43(0), 1–21. https://doi.org/10.5774/43-0-157
Hungwe, K. (2007). Language policy in Zimbabwean education: Historical antecedents and contemporary issues. Compare: A Journal of Comparative and International Education, 37(2), 135–149. https://doi.org/10.1080/03057920601165363
Kamwendo, G., Hlongwa, N., & Mkhize, N. (2014). On medium of instruction and African scholarship: The case of isiZulu at the University of KwaZulu-Natal in South Africa. Current Issues in Language Planning, 15(1), 75–89. https://doi.org/10.1080/14664208.2013.858014
Kaschula, R. (2016). In search of the African voice in higher education: The language question. Stellenbosch Papers in Linguistics Plus, 49(0). https://doi.org/10.5842/49-0-658
Kiramba, L. K. (2018). Language ideologies and epistemic exclusion. Language and Education, 32(4), 291–312. https://doi.org/10.1080/09500782.2018.1438469
Leibowitz, B. (2015). The problems with language policy and planning. Journal of Language, Identity & Education, 14(1), 36-49.
Leibowitz, B. & van Deventer, I. (2007). Evaluation of a South African university's language policy, Education as Change, 11(1), 87-110. https://doi.org/10.1080/16823200709487154.
Madadzhe, R. N. (2019). Using African languages at universities in South Africa: The struggle continues. Stellenbosch Papers in Linguistics Plus. https://doi.org/10.5842/58-0-843
Makalela, L., & McCabe, R. (2013). Monolingualism in a historically black South African university: A case of inheritance. Linguistics and Education, 24(4), 406–414. https://doi.org/10.1016/j.linged.2013.09.004
Makoni, S. B., Dube, B., & Mashiri, P. (2006). Zimbabwe colonial and post-colonial language policy and planning practices. Current Issues in Language Planning, 7(4), 377–414. https://doi.org/10.2167/cilp108.0
Maseko, B. (2021). Teachers’ language ideologies, conflicting language policy and practices in Zimbabwean education system. Southern African Linguistics and Applied Language Studies, 39(1), 30–42. https://doi.org/10.2989/16073614.2021.1886591
Mkhize, D., & Balfour, R. (2017). Language rights in education in South Africa. South African Journal of Higher Education, 31(6). https://doi.org/10.20853/31-6-1633
Mwaniki, M. (2012). Language and social justice in South Africa’s higher education: Insights from a South African university. Language and Education, 26(3), 213–232. https://doi.org/10.1080/09500782.2011.629095
Ndhlovu, F. (2008). The conundrums of language policy and politics in South Africa and Zimbabwe. Australian Journal of Linguistics, 28(1), 59–80. https://doi.org/10.1080/07268600701877499
North-West University (2018). Language policy of the NWU. Available at: http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/i-governance-management/policy/Policies%20-%202020%20Update/2P-2.5_Language%20Policy_e.pdf (Accessed on 12 February 2022).
North-West University (2022). Language policy of the NWU. Available at: https://intranet.nwu.ac.za/general-noticeboard#-nwu-language-policy. (Accessed on 26 June 2022).
Pillay, V., & Yu, K. (2015). Multilingualism at South African universities: A quiet storm. Southern African Linguistics and Applied Language Studies, 33(4), 439–452. https://doi.org/10.2989/16073614.2015.1108852
Razfar, A. (2005). Language ideologies in practice: Repair and classroom discourse. Linguistics and Education, 16(4), 404–424. https://doi.org/10.1016/j.linged.2006.04.001
Ren, L., & Hu, G. (2013). Prolepsis, syncretism, and synergy in early language and literacy practices: A case study of family language policy in Singapore. Language Policy, 12(1), 63–82. https://doi.org/10.1007/s10993-012-9260-9
Republic of South Africa (1996). Constitution of the Republic of South Africa, Act No. 108 of 1996 Available at: http://www.gov.za/acts/96 (Accessed 26 June 2022).
Republic of South Africa (2012). Use of Official Languages Act. Available at: https://www.gov.za/documents/use-official-languages-act (Accessed on 12 May 2022).
Rudwick, S. (2018). Language, Africanisation, and identity politics at a South African university. Journal of Language, Identity & Education, 17(4), 255–269. https://doi.org/10.1080/15348458.2018.1460207
Seals, C. A., & Olsen-Reeder, V. (2020). Translanguaging in conjunction with language revitalization. System, 92, 102277. https://doi.org/10.1016/j.system.2020.102277
Shohamy, E. (2003). Implications of language education policies for language study in schools and universities. The Modern Language Journal, 87(2), 279–286.
Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education: Principles, Policy & Practice, 14(1), 117–130. https://doi.org/10.1080/09695940701272948
Spolsky, B. (2004). Language policy. Cambridge University Press.
Stellenbosch University (2022). Language policy of Stellenbosch University. Available at: http://www.sun.ac.za/english/Documents/Language/English%20Language%20Policy_final_2Dec2021.pdf (Accessed on 01 June 2022).
Thamaga-Chitja, J., & Mbatha, T. (2012). Enablers and barriers to multilingualism in South African university classrooms. Southern African Linguistics and Applied Language Studies, 30(3), 339–346. https://doi.org/10.2989/16073614.2012.739412
Tollefson, J.W. (2000). Language ideology and language education. In J. Shaw, D. Lubelska, & M. Noullet (Eds.), Partnership and interaction: proceedings of the fourth international conference on language and development (pp. 43–52). Asian Institute of Technology.
van der Merwe, C. (2022). Re-considering orientations in South African language policies. Bandung, 9(1–2), 279–299. https://doi.org/10.1163/21983534-09010011