(Unused) Potentials of Educators' Covert Language Policies at Public Schools in Limpopo, South Africa

Autor/inn/en	Kretzer, Michael M.; Kaschula, Russell H.
Titel	(Unused) Potentials of Educators' Covert Language Policies at Public Schools in Limpopo, South Africa
Quelle	In: Current Issues in Language Planning, 21 (2020) 3, S.254-278 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kretzer, Michael M.) ORCID (Kaschula, Russell H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1641349
Schlagwörter	Language Planning; African Languages; Language Usage; Language of Instruction; Indo European Languages; English (Second Language); Official Languages; Educational Policy; Teaching Methods; Code Switching (Language); Foreign Countries; Outcomes of Education; Multilingualism; Teacher Attitudes; Oral Language; Educational History; Educational Change; Elementary School Students; Public Schools; South Africa + Suchen Sie Ihr Suchwort? Sprachwechsel; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachgebrauch; Teaching language; Unterrichtssprache; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernleistung; Schulerfolg; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; History of education; Bildungsgeschichte; Bildungsreform; Public school; Öffentliche Schule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Language policy is an influencing factor of the educational outcome for pupils in Africa. Colonial languages have been largely used and African Languages are neglected. Despite this, the South African Constitution (1996) declares eleven official languages. However, curricular developments favour Afrikaans and English. To analyse the implementation of the official language policy, we focus on Limpopo Province. Over 1000 questionnaires were answered by teachers. This approach aimed to analyse the language practices and language attitudes of teachers. Schools in Limpopo showed significant differences between the official language policy and the daily language practices. Some teachers implement the official language policy; others use one or more African languages in their oral communications during the lessons in the form of Code Switching. This is seen in relation to the contemporary debates regarding translanguaging as an educational pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01