Unlocking the Grid: Language-in-Education Policy Realisation in Post-Apartheid South Africa

Autor/in	Plüddemann, Peter
Titel	Unlocking the Grid: Language-in-Education Policy Realisation in Post-Apartheid South Africa
Quelle	In: Language and Education, 29 (2015) 3, S.186-199 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.994523
Schlagwörter	Social Change; Foreign Countries; Educational Policy; Language Planning; Language of Instruction; African Languages; English (Second Language); Second Language Learning; Bilingual Education Programs; Native Language; Educational Practices; Multilingualism; Policy Analysis; Figurative Language; Inservice Teacher Education; Sociolinguistics; Language Usage; Classification; South Africa + Suchen Sie Ihr Suchwort? Sozialer Wandel; Ausland; Politics of education; Bildungspolitik; Sprachwechsel; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungspraxis; Mehrsprachigkeit; Multilingualismus; Politikfeldanalyse; Lehrerfortbildung; Soziolinguistik; Sprachgebrauch; Classification system; Klassifikation; Klassifikationssystem; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reflects on the state of educational language policy two decades into a post-Apartheid South Africa caught between official multilingualism and English. The focus is on the national language-in-education policy (LiEP) that advocates additive bi/multilingualism, and a provincial counterpart, the language transformation plan (LTP). Using Ricento and Hornberger's onion metaphor, the paper seeks to uncover the meanings of policy realisation in education at legislative, institutional, and interpersonal levels. The LiEP's non-realisation at institutional level is indexed by a "gridlock of collusion" (Alexander, personal communication) between political elites and the majority of African-language speakers, who emulatively seek the goods that an English-medium education promises. To illustrate how teachers can become policy advocates, data are presented from a bilingual education in-service programme that supported the LTP. The paper argues that sociolinguistic insights into speakers' heteroglossic practices should be used to counter prevailing monoglossic policy discourses and school language practices, and that all languages should be used as learning resources. Strategic essentialism would recognise the schooling system's need to separately classify language subjects and to identify the languages most productively used for teaching across the curriculum. The paper concludes with a call for the revision of the LiEP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01