A dissertation submitted in fulfillment of the requirements for the Degree of Master of Arts in the Department of English at the University of Zululand, 2002. / Before the emergence of democracy in South Africa, the apartheid regime had brought linguistic imbalance. In 1994 the new government of South Africa set out to address the imbalances created by the apartheid government. Prior to 1994, English and Afrikaans were the only official languages in South Africa. In order to address this situation the new government elevated nine of the South African languages to the same status with English and Afrikaans. The government then introduced the new languages in education policy, which aims at promoting multilingualism in education. Therefore the main focus of this research is on the implementation of the new language in education policy taking into consideration the sociolinguistic situation of the country.
The empirical study was conducted in 1999 and 2000. Questionnaires were distributed to respondents. Non-scheduled interview and observation data was collected from five black African high schools in Eshowe district. In addition data was collected from one Superintendent of Education Management in Eshowe district.
The main findings indicated that Afrikaans had been phased out in most schools that were studied. Hence, English and Isizulu were the remaining languages that were taught and learned. Moreover, the sociolinguistic situation indicated that IsiZulu was the predominant languages spoken largely in schools and in communities where schools are situated.
Having considered the main findings it was evident that there is still a tremendous challenge on the actual implementation of the new language in education policy, which emphasises promotion of multilingualism. However, the sociolinguistic situation suggested that bilingualism involving IsiZulu would be more appropriate.
The research looked at the theoretical understanding of the concepts of bilingualism and multilingualism. The concepts are defined in the research to bring more understanding on individual multilingualism and societal multilingualism or bilingualism. This research further concentrates on literature review which discusses the new language in education policy, kinds of bilingualism or multilingualism, the current debate on the language in education policy and the language policy implementation plans.
Furthermore, it was important in the literature review to look at the theories of second language acquisition. The theories that were reviewed and evaluated are; Krashen's monitor model, interlanguage theory, linguistic universals, acculturation
/ pidginisation theory and cognitive theory. After reviewing these theories language teaching theories or approaches are also discussed. The language teaching theories that were reviewed and evaluated are; the structural approach, the functional approach and the interactional approach.
In addition, the research discussed the research methodology after which the data that was collected was presented. The findings were then interpreted followed by the conclusion and recommendations.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/275 |
| Date | January 2002 |
| Creators | Ntombela, Berrington Xolani Siphosakhe |
| Contributors | Mpepo, M.V |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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