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A Case Study of the Language Policy in Practice In View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by South East Academic Libraries System (SEALS) A CASE STUDY OF THE LANGUAGE POLICY IN PRACTICE IN THE FOUNDATION PHASE OF SCHOOLING DISSERTATION Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION of RHODES UNIVERSITY by MARGARET ANN BROOKES December 2001 DECLARATION I declare that this research report is my own unaided work except where otherwise acknowledged. It is being submitted in partial fulfilment of the degree of Master of Education (English second language) in Rhodes University, Grahamstown. It has not been submitted before for any degree or examination in any other university. Signed this _____________ day of December 2001 Margaret Ann Brookes ii ABSTRACT This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general. iii ACKNOWLEDGEMENTS I thank the following persons who assisted me in the submission of this research report. The principal, teachers, parents and pupils of the school in which the research took place. Without their co-operation and assistance this study would not have been possible. My supervisor, Sarah Murray of the Department of Education for her guidance, insight and insistence on high standards. Pam Marshall for her encouragement, advice and support when it was most needed. David and Barbara Hamilton for reading my work, ‘nit picking’ and the valuable feed back. Dr Denise Zinn and all the members of the research team from whom I learnt a great deal. Xoliswa Mtose whose continual nagging finally persuaded me to do my Masters. Elphina Mayeke without whose support, care and assistance in the running of our home this report would not have been possible. My husband, Alan, for all his love, encouragement and understanding through many trying and difficult times over two long years. While writing this dissertation I have kept a predominantly non-academic audience in mind. I have written firstly for my students who are all the future teachers of South Africa. I have also been aware of the many practising teachers who are not English speakers and are struggling to cope with the educational challenges that they face every day. I have also tried to write this document in such a way that foundation phase teachers may find it useful. iv ACRONYMS ANC African National Congress LiEP Language in Education Policy BICS Basic interpersonal LoLT Language of learning and teaching communicative skills CALP Cognitive academic language MoI Medium of Instruction proficiency CUP Common underlying proficiency NEPI National Education Policy Investigation DEIC Dutch East India Company NCCRD National Centre for Curriculum Research and Development DET Department of Education and NLP National Language Project Training DoE Department of Education OAU Organisation of African Unity ECPS East cape primary school OBE Outcomes based education ELTIC English language teaching PAN PAN South African Language Board information centre SALB EMIS Education Management PEI President’s Educational Initiative Information Systems ESL English second language PR Participatory research ESST Educational Support Services PRAESA Project of the Study of an Alternative Trust Education in South Africa HoD Head of department SABC South African Broadcasting Corporation INSET In-service training SAHRC South African Human Rights Commission I/P Intermediate Phase SGB School governing body L1 First or primary language SLP School language policy L2 Second language SUP Separate underlying proficiency v TABLE OF CONTENTS Chapter One: Introduction 10-15 General introduction 10 Social and academic context of the study 10 The broader project 11 Rationale for the study 11 Research goals 12 Overview of the research project 12 Limitations of this research 14 Chapter Two: Theoretical Framework 16-48 Introduction 16 General theory and practice of planning and policy making Society 16 Language planning 17 Language policy 19 Educational language policy 20 Implementation of educational language policy 21 An overview of language planning and educational language 23 policies in South Africa since 1908 The language in education policy – (LiEP) Introduction 25 Principles of LiEP 26 Implementation of LiEP 28 Possible reasons for problems in the implementation of the LiEP 30 Implications and recommendations 30 Attitudes to language Defining attitudes 32 Attitudes and policy 32 Language attitudes 32 Negative attitudes 34 Changes of attitudes 35 Bilingualism What is bilingualism? 37 Bilingual education 37 Multilingual Education in South Africa 38 Cognitive theories of Bilingualism 39 Multilingualism to develop cognitive skills 41 Language, culture and identity 43 National additive bilingualism 45 Conclusion 48 vi Chapter Three: Research Methodology 48-75 Introduction Broader project 49 Research goals 49 Interpretative paradigm 50 A participatory case study Participatory research 51 Case study 52 Limitations of case study 54 Key issues in research Validity 56 Triangulation 56 Ethics 57 Young children Considerations 58 Role of the researcher 61 Perceptions of young children 61 Context The school 62 Language history of the school 63 School language policy 64 Preamble to data collection General school observation 64 Introductory meeting 65 Techniques and method of data collection Questionnaires 66 Limitations of questionnaires 66 Questionnaires in this research 66 Observation Limitations of observation 66 Observation in this research 67 Focus groups Preparing for focus groups 68 7 Advantages of focus groups 70 Limitations of focus groups 71 Working with and analysing data 72 Methodological limitations 72 Participation with the school 74 Conclusion 75 Chapter Four: Data analysis and discussion 75-115 Introduction 76 Attitudes to language Parents’ attitudes to language 76 Learners’ attitudes to language 79 Teachers’ attitudes to language 84 Discussion of data Parents’ attitudes 87 Learners’ attitudes 91 Teachers’ attitudes 93 Language practices in the classroom, the school and the home Language interaction between teacher and learner 95 Language support strategies 99 Seating arrangements 101 Language support materials 102 Classroom displays, nature/interest corner and work stations 102 Language practices and issues in the wider school environment Assemblies 103 Playground 103 Library 105 Computers 106 At home 106 Discussion of data Social class 109 Need to become multilingual 110 Tacit SLP 113 8 Conclusion 114 Chapter Five: Conclusions 115-132 Introduction 115 LiEP implementation challenges 116 Identified ‘gaps’ between practices and attitudes and the LiEP 116 Working towards a school language policy 120 Steps to take Suggestions for further research 121 Concluding remarks 122 Appendices 123-157 Appendix 1 An overview of the history of language in South Africa. Appendix 2 Department of Education LiEP Appendix 3 EMIS figures for home languages at ECPS in 2000 Appendix 4 School language policy Appendix 5 Ethical statement Appendix 6 Teachers’ questionnaire of language use in the school Appendix 7 Parents’ questionnaire of language use in the home Appendix 8 Classroom observation schedule Appendix 9 Summary of observation in the 7 classes Appendix 10 Format of focus group session with learners Appendix 11 Excerpt from focus group transcript Appendix 12 Data categorisation Appendix 13 ECPS enrolment figures Appendix 14 Report from research findings Appendix 15 Ideas from staff to promote multilingualism References 158-165 9 CHAPTER ONE Introduction Most people take for granted the language into which they are born, the one spoken in their home and by their playmates. They learn it as a matter of course, and it appears to be of no more consequence to them than the air they breathe. Yet without either one they could not grow up to be human beings: lack of air would kill their bodies, but lack of language would kill their minds. (Haugen
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