The Dilemma of the Mother Tongue: Prospects for Bilingual Education in South Africa

2000 ◽  
Vol 13 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Felix Banda
Keyword(s):  
South Africa ◽  
Bilingual Education ◽  
Mother Tongue

scholarly journals The French-Farsi Simultaneous Early Bilingualism in an Iranian Child—Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

2017 ◽  
Vol 10 (2) ◽  
pp. 156
Author(s):  
Sahar Jalilian ◽  
Rouhollah Rahmatian ◽  
Parivash Safa ◽  
Roya Letafati
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Parental Attitudes ◽  
Environmental Issues ◽  
Minority Language ◽  
Child Study ◽  
Iranian Child ◽  
Audio Files ◽  
A Minor

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language” (1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child’s sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.

Bilingual Programs with Special Reference to the Northern Territory

1990 ◽  
Vol 18 (4) ◽  
pp. 10-18
Author(s):  
Tricia Lasorsa
Keyword(s):  
Special Reference ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Northern Territory ◽  
Bilingual Programs

The main focus of this analysis will be on three programs, in particular Milingimbi, Bamyili and Yuendumu.J. Harris and J. Sandefur (1984) define bilingual education as “the use of two languages in a well organised program”. The NT Department of Education’s Bilingual Education leaflet (1987) extends this definition to include the qualifications – the use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well organised program which encompasses part or all of the curriculum and includes the study of the history and culture associated with the mother tongue.

Bilingual Education in South Australian Aboriginal Schools

1975 ◽  
Vol 3 (5) ◽  
pp. 53-56
Author(s):  
J.G. Coker
Keyword(s):  
Bilingual Education ◽  
Mother Tongue ◽  
Member Nation ◽  
International Labour Organisation ◽  
Australian Aboriginal ◽  
Vernacular Language ◽  
Tribal Populations ◽  
Official Languages ◽  
Labour Organisation

Australia is a member nation of the International Labour Organisation. Article 23 of the I.L.O. Convention concerning the Protection Integration of Indigenous and Other Tribal and Semi-Tribal Populations in Independent Countries reads: Children belonging to populations concerned shall be taught to read and write in their mother tongue, or, where this is not practicable, in the language most commonly used by the group to which they belong.Provision shall be made for a progressive transition from the mother tongue or the vernacular language to the mother language or to one of the official languages of the country.Appropriate measures shall, as far as possible, be taken to preserve the mother tongue or the vernacular language.

scholarly journals Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa

2011 ◽  
Vol 2 (1) ◽  
pp. 77-95 ◽  
Author(s):  
Paula Gains ◽  
Barbara Graham
Keyword(s):  
South Africa ◽  
Action Research ◽  
Creative Writing ◽  
Early Literacy ◽  
Expressive Writing ◽  
Primary Schools ◽  
Research Study ◽  
Mother Tongue ◽  
Writing Pedagogy ◽  
Action Research Study

Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.

Mother-tongue education in South Africa: A highly contested terrain of the 21st century

2019 ◽  
Vol 39 (3) ◽  
pp. 253-262
Author(s):  
Medicine Magocha ◽  
Davie Elias Mutasa ◽  
Johannes Ratsikana Rammala
Keyword(s):  
South Africa ◽  
21St Century ◽  
Mother Tongue ◽  
Mother Tongue Education ◽  
Contested Terrain

scholarly journals Funksionele meertaligheid in Suid-Afrika: 'n onbereikbare ideaal?

Literator ◽  
1998 ◽  
Vol 19 (1) ◽  
pp. 35-50 ◽  
Author(s):  
M. Verhoef
Keyword(s):  
South Africa ◽  
South African ◽  
Mother Tongue ◽  
Final Report ◽  
North West ◽  
African Languages ◽  
The North ◽  
Mother Tongue Instruction ◽  
Education Act ◽  
Regional Languages

Functional multilingualism in South Africa: an unattainable ideal? Although much has been done on an official level to establish true multilingualism in South Africa, a tendency towards English monolingualism seems to exist in the country. The aim of this article is to describe the official stipulations in pursuit of multilingualism, as they appear in the Constitution (Act 108 of 1996), the School Act (Act 84 of 1996) and the final report of Langtag. In addition to the present demands, the article also responds to previous demands for multilingualism in the South African context, particularly as stated in the Bantu Education Act of 1953. It is argued that, because of the negative connotations associated with mother-tongue instruction in the past, contemporary mother-tongue instruction will also be contaminated. Apart from the theoretical investigation into multilingualism, the article reports on empirical research that has been done in this regard in the North West Province where the attitudes and perceptions of the school population towards the regional languages were measured. Although the subjects reacted positively to the official status granted to several South African languages, they expressed a preference for English as working language because of the access it gives to personal, economic and social development and empowerment. The article concludes with brief recommendations regarding language planning opportunities that derive from this situation.

scholarly journals ‘You have to keep your head on your shoulders’: A systems psychodynamic perspective on women leaders

2018 ◽  
Vol 44 ◽  
Author(s):  
Claude-Helene Mayer ◽  
Louise Tonelli ◽  
Rudolf M. Oosthuizen ◽  
Sabie Surtee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Women Leaders ◽  
Mother Tongue ◽  
Future Research ◽  
Women Leadership ◽  
Tongue Position ◽  
Context Specific ◽  
Education Resource ◽  
Role Confusion

Background:Women leaders within Higher Education Institutions (HEIs) in South Africa have increased in numbers over the past years and they have changed the dynamics in these institutions. Yet, it is a subject that has hardly been explored from the perspective of women leaders.Aim:The aim of this study is to explore the experiences of women leaders in HEIs from a systems psychodynamic perspective using the conflict, identity, boundaries, authority, roles, task (CIBART) model, a well-researched model to analyse systems psychodynamics and to gain a deeper understanding of (un)conscious dynamics within organisations.Methods:This qualitative study is based on Dilthey‘s modern hermeneutics. Interviews were conducted with 23 women leaders from the Higher Education Resource Services South Africa, network across 8 HEIs. Observations were conducted in one organisation to support the data analysis and interpretation. Data were analysed through content analysis.Findings:Findings show that women leaders re-evaluate and reconstruct themselves constantly within organisations. This continuous re-evaluation and reconstruction become visible through the constructs of the CIBART model. The findings reveal deeper insights into systems psychodynamics, which considers anxiety within the system where women leaders seem to contain such anxiety by mobilising specific defence mechanisms. Certain diversity markers, such as race, gender, mother tongue, position within the organisation and generational belonging play a role in creating the dynamics. Women leaders’ experience of de-authorisation and role confusion impacts significantly on women leadership and their action towards ownership.Practical implications: The study provides new, valuable and context-specific insights into women leadership seen through the lens of the CIBART model, highlighting unconscious dynamics that need practical attention in the HEIs to empower women leaders for gender-specific leadership training.Originality or value: Findings provide a foundation for future research on women leaders and applied solutions to empower women leaders, whilst reducing anxiety within the system. The study provides complex insights, which should create increasing awareness in women leaders towards being containers of anxiety and creating new ways of empowered women leadership.

Aspects of Islam in Nineteenth-Century South Africa

1940 ◽  
Vol 10 (1) ◽  
pp. 213-221
Author(s):  
S. A. Rochlin
Keyword(s):  
South Africa ◽  
Nineteenth Century ◽  
Mother Tongue ◽  
The Other ◽  
Cape Of Good Hope ◽  
Other Hand ◽  
Teaching Religion ◽  
Holy City

Writing about life in Mecca in 1884–5 Professor C. Snouck Hurgronje made this observation: ”A class of Jâwah who dwell outside the geographical boundaries but who in late years have made regular pilgrimages to Mekka are people from the Cape of Good Hope. They are derived from Malays, formerly brought to the Cape by the Dutch, with a small mixture of Dutch blood. Some words of their Malay speech have passed into the strange, clipped Dutch dialect of the Boers. On the other hand they have exchanged their mother tongue for Cape Dutch, of course retaining many Malay expressions. Taking into consideration the genuinely Dutch names of many of these Ahl Kâf (as they are called in Mekka) one is tempted to believe that degenerated Dutch have been drawn by them into their religion, and many types among them increase the probability of this suggestion. Separated from intercourse with other Moslims they would scarcely have had the moral strength to hold their religion had not eager co-religionists come to them from abroad. When and whence these came is not known to me; however this may be, the mosques in Cape Colony have been more fervently supported in the last twenty years than ever before, more trouble is taken in teaching religion and every year some of the Ahl Kâf fare on pilgrimage to the Holy City.“

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