Multilingualism in the Fet Band Schools of Polokwane Area, a Myth Or a Reality
MULTILINGUALISM IN THE FET BAND SCHOOLS OF POLOKWANE AREA, A MYTH OR A REALITY BY MOGODI NTSOANE (2002O8445) SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE; MASTER OF EDUCATION IN LANGUAGE EDUCATION AT THE UNIVERSITY OF LIMPOPO, SCHOOL OF EDUCATION, FACULTY OF HUMANITIES SUPERVISOR: MONA M.J (MR.) UNIVERSITY OF LIMPOPO PRIVATE BAG X 1106 SOVENGA 0727 LIMPOPO PROVINCE SOUTH AFRICA CHAPTER ONE 1.1 AN INTRODUCTION TO THE LANGUAGE PROBLEM IN SOUTH AFRICA Extract Language prejudice is of two types: positive and negative. Negative prejudice is image effacing. It is characterized by negative evaluation of one’s own language or speech patterns and a preference for someone else’s. An example of this kind of self- -denigration is the case of David Christiaan, the Nama Chief in Namibia, who, in response to the Dutch missionaries’ attempt to open schools that would conduct their teaching using Nama as a medium of instruction, is reported to have shouted, “Only Dutch, Dutch only! I despise myself and I want to hide in the bush when I am talking my Hottentot language” (Vedder, 1981: 275 as quoted in Ohly, 1992:65. In Ambrose, et al (eds.) undated: 15). 1.1.1 Introduction The South African Constitution (1996) and the Language-in-Education Policy (1997) have declared the eleven languages spoken in the country as official. Despite this directive, it remains questionable when it comes to the issue of the language of instruction and indigenous languages in schools. In most cases, the language of instruction becomes an issue with new governments that come into offices in countries that are multilingual.
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