This study examines the attitudes of learners, teachers, governing body members, principals and parents towards the implementation of isiZulu as a subject in selected Durban High Schools and its implications for language planning and policy in South Africa. The learners selected for the purposes of this study were in grade 8, 9, 10 and 11. Combinations of quantitative (interviews) and qualitative (questionnaires) research methods are used to research the topic. Questionnaires were administered to learners, teachers and parents. Interviews were used to complement data obtained from the questionnaires. Interviews were conducted with learners, teachers, governing body members, principals and parents. An important finding of this study is that the majority of learners, teachers, principals, governing body members, and principals have expressed positive attitudes towards isiZulu and view it as an important language in KwaZulu-Natal. Most isiZulu language learners, parents and teaches view isiZulu as important for their culture and identity. The majority of non-isiZulu speakers perceive isiZulu as a language for wider communication in KwaZulu-Natal. The study found that there is a need for more support from the Department of Education to be more actively involved in the promotion of isiZulu in schools. There is also a shortage of trained teachers and teaching material in isiZulu. This study also established that some governing body members have limited knowledge of language policies at their schools. Most learners, teachers, principals, governing body members and parents expressed that it would be better for learners if they started learning isiZulu from primary school instead of high school. Some schools articulated that there appear to be different standards of isiZulu expected from schools and the Department of Education. The findings led to the following recommendations which are aimed at enhancing and promoting the status of isiZulu in KwaZulu-Natal and South Africa as a whole. • The Department of Education needs to be more involved in the promotion of isiZulu in KwaZulu-Natal • More educators have to be trained in the teaching of isiZulu • More educational material in isiZulu needs to be created and provided • IsiZulu needs to be invested with more intensively • The status of isiZulu in primary schools needs to be investigated • The role of governing body members needs to be evaluated • A common standard for isiZulu needs to be established / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.

D.Litt. et Phil. / This study proposes that there has been and will be a need for Afrikaans Foreign Language (Third Language) as a subject in South African schools. Multilingual proposals and models for school education advocate the inclusion of three language subjects. It can be argued that a logical choice would be an African language, English and Afrikaans. The study is done from different perspectives: Following a general introduction, a broad, conceptual framework for language planning lays the basis for the study. A comparative analysis is made where a parallel is drawn between language planning in general and education in South Africa and other post-colonial countries. The analysis concludes that past practices continue to influence current policies and planning. The history of language planning in South Africa, with specific reference to Afrikaans, is traced from 1652 to the present. It becomes apparent that the linguisistic practices which were followed in the past directly influence current planning. An analysis is made of the position of Afrikaans and other languages in South Africa using empirical data obtained from the SABC, HSRC, AMPS and the Department of Education. It is noted that no extensive language study has been done since the change in government in 1994 and that the current position is therefore difficult to determine. Current proposals and models for language policy in education are discussed in detail. It becomes apparent that the multilingual nature of our society will have to be reflected in a language policy for education and that three language subjects should be promoted and may, in time, become the norm. The very specific problems of Foreign Language Teaching is addressed in the penultimate chapter. It is acknowledged that there are differences between Second Language Acquisition and Foreign Language Learning and that these differences call for other strategies in teaching. It is proposed in the study that recent democratic planning has leveled the playing fields in education. Every child's basic linguistic rights are acknowledged and guaranteed. Although Afrikaans and English have lost their privileged position, they can be promoted by cultural organisations or institutions. Finally it is suggested that language is a commodity, analogous to other marketable products.

This sociolinguistic study examines issues of corpus, status and acquisition in Language Planning in Sesotho and isiXhosa in the Eastern Cape. Language plays an important role in the lives of its speakers in society as they interact. Chapter 1 of this study provides the background, definitions of terms used, the objective of the study, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 addresses the context, orientations, stages, and frameworks or types of language planning. Corpus planning forms an integral part of this study. This chapter also looks at different ways of developing terminology. Lastly, the chapter discusses the relationship between corpus planning and purism. Chapter 3 provides the other two types or frameworks of language planning namely, status and acquisition planning. Goals of language planning, and variables for language planning are also discussed in chapter 3. Chapter 4 looks at principles of language planning. Chapter 5 deals with the Language-in-Education Policy, the Eastern Cape Provincial Language Policy Framework, language attitudes and responses to language planning and language policy. Chapter 6 presents the findings and challenges facing the development and use of African languages one of which is Sesotho, as prescribed in the Constitution of the country. A few suggestions and different approaches towards language awareness campaigns are presented in this chapter. Lastly, this chapter concludes the study.

Bibliography: pages 70-80. / Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

No abstract available. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

M.A. / This study seeks to formulate a rationale to overcome the negative perceptions many South Africa ethnic language parents have adopted towards the use of their children's mother tongue as the language of learning and teaching. With a view to considering the role both home and school can play in supporting South Africa's new language-in-education policy, underpinned by additive bilingualism, this study investigates three factors of bilingual education, viz. (1) language planning and policy-making, (2) research into bilingualism and bilingual education, and (3) language attitudes of parents of L2 learners in three distinctly-different Gauteng primary schools...

M.A. / The most important thing in engaging myself in this research was to try and find out how Tshivenda is valued by the State, Private Enterprise, other language groups as well as by Vhavenda people themselves. The researcher came to a conclusion that Tshivenda is being marginalized. The Constitution of South Africa of 1996 is not being interpreted the way it should be. There is a need to put Tshivenda on an equal footing with the other ten official languages.

The research in this dissertation explored the demise of African languages of South Africa, Tshivenḓa in particular. The Vhavenḓa are historically one of the ethnic groups which have been in South Africa for a long time. The economic activities at Mapungubwe have ensured that they are able to absorb some of the small groups that came to the area to conduct business with them. Due to frequent tribal clashes, the Vhavenḓa resorted, for strategic reasons, to living in mountainous areas. They also refused to work for the Europeans. This exclusion from other ethnic groups kept their language and identity pure. Ethnic clashes gradually faded and the economy called for a new lifestyle. At the same time, South Africa was developing into a nation and men from the Vhavenḓa ethnic group started migrating to various parts of South Africa in search of jobs. Some of these men were lost to their host ethnic groups. Women, however, remained as the reserve of the language. The economy, both nationally and globally, is permanently in a state of change and now male and female youth are migrating to the cities. The care of the language is thus left to senior citizens while the youth – who should be the future of the language – disappear to the cities. All these factors contributed to the demise of Tshivenḓa. This research explores the causes of the demise of African languages in South Africa, with specific reference to Tshivenḓa; and concludes by suggesting various ways in which Tshivenḓa as a language can be preserved. / African Languages / M.A. (African Languages)

This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.