Die rol van taalaktivisme by die herwaardering van moedertaalonderrig in Suid-Afrikaanse skole
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Date
2012-07
Authors
Snayers, Johny Henry
Journal Title
Journal ISSN
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Publisher
University of the Free State
Abstract
Afrikaans: Op 8 Mei 1996 het die Grondwetlike Vergadering van die Republiek van Suid-Afrika ’n nuwe demokratiese grondwet aanvaar. Die Grondwet maak voorsiening vir ’n redelike aantal klousules betreffende taalkwessies. Dit maak onder meer voorsiening vir elf amptelike tale wat die veeltalige en multikulturele aard van ons samelewing weerspieël. Die Nasionale Regering maak sy standpunt oor taal in die onderwys in die 1996 Suid- Afrikaanse Handves van Menseregte duidelik. Hieruit blyk dit duidelik dat die Departement van Onderwys die ontwikkeling van veeltaligheid binne die raamwerk van toevoegende tweetalige onderwys beklemtoon. Skole word byvoorbeeld sterk aanbeveel om ten minste twee tale van onderrig vanaf Graad 1 aan te bied, waarvan een van die twee tale die huistaal van die leerder moet wees. Hierdie positiewe doelwitte ten spyt, blyk dit dat die teenoorgestelde in die praktyk gebeur. Al meer klagtes kom na vore, veral uit die geledere van die minderheidstale (Afrikaans en die Afrikatale) dat hul tale, as tale van onderrig, gemarginaliseer word. ’n Positiewe ontwikkeling is egter die steun vir moedertaalonderrig, veral ook uit gemeenskappe wat tradisioneel gesien was as sou hulle ten gunste van Engelsonderrig wees. Hierdie herwaardering van die rol van die moedertaal in onderrig kan toegeskryf word aan bepaalde taalaktivistiese inisiatiewe wat sedert 1994 van stapel gestuur is. Hierdie studie ondersoek die rol wat taalaktivisme by die terugkeer na moedertaalonderwys in Suid-Afrika na die vestiging van ’n demokratiese taalbestel in die land speel. Die siening dat gemeenskappe apaties staan teenoor taalregtekwessies in die onderwys wat deur politieke en ander drukgroepe teweeggebring word wat die status quo ten opsigte van die bevordering van Engels as onderrigmedium ten koste van die minderheidstale wil bevorder, is ondersoek. Dit is gedoen deur te bepaal: (a) hoe wydverspreid die verskynsel van taalaktivisme in Suid-Afrika voorkom, (b) die vorme (indien enige) waarin taalaktivisme onder die verskillende taalgemeenskappe figureer, (c) of daar inderdaad ’n herwaardering van moedertaalonderrig is, en (d) watter rol (indien enige) taalaktivisme by die herwaardering van moedertaalonderrig speel. Hoofstuk 2 bied ’n uiteensetting van die teoretiese agtergrond waarteen die studie onderneem is. Dit bied ’n literatuuroorsig oor taalaktivisme as verskynsel (en die rol daarvan binne die taalbeplanningsveld) en hoe dit in moedertaalstryde in die wêreld manifesteer, veral met betrekking tot die onderwys. Verskeie definisies van taalbeplanning as insluitende proses, en dus nie slegs as ’n aksie van bo-na-benede nie, is ondersoek. Die rol wat gemeenskappe in die beïnvloeding van taalbeleid speel, word aan die hand van verskeie definisies wat in die literatuur rakende taalregte-aktivisme bestaan, ondersoek. Die aanwending van die instrumente van taalaktivisme, soos ontwikkel deur Martel en later Lubbe en Du Plessis, word in hierdie situasies ondersoek. Aan die einde van die hoofstuk word tot die slotsom gekom dat wisselwerking tussen regerings- en gemeenskapsorganisasies ʼn uiters belangrike rol in die behoud en ontwikkeling van die kulturele en linguistiese erfenis van enige gemeenskap kan speel. Hoofstuk 3 bied ’n oorsig van die kwalitatiewe navorsingsontwerp en -metodologie wat in die studie gevolg is. Vir die doel van hierdie ondersoek word ʼn literatuur-, dokumenteen empiriese studie, wat die ontleding van mediaknipsels behels, uitgevoer. Dit verskaf ’n uiteensetting van die metodes wat gevolg is om inligting uit die literatuur (beide nasionaal en internasionaal), tersaaklike dokumente en mediarekords wat vir die doeleindes van die studie geselekteer is, te verkry. Dit gee ook ’n uiteensetting van die strategieë wat gevolg is ten einde geldigheid en betroubaarheid te verseker. Die studie word gedoen aan die hand van die tipologie van die instrumente van taalaktivisme wat deur Martel (1999) bekendgestel en deur Lubbe et al. (2004) asook Du Plessis (2006) verder ontwikkel is. Die tipologie onderskei tussen die hoofinstrumente van taalaktivisme wat deur taalaktiviste aangewend word en gee ook ’n waardering van watter instrumente meer sukses kan behaal. Die analise is aan die hand van die definisies van taalaktivisme en die sosiale bewegingsteorie soos in Hoofstuk 2 behandel, gedoen. Hoofstuk 4 bied ’n historiese agtergrond tot taalbeplanning en taalbeleidsontwikkeling in Suid-Afrika. Die hoofstuk belig die hoofmomente binne die politieke konteks van taalbeleidsontwikkeling. Hier word gepoog om, deur die studie van die tersaaklike literatuur, die rol van taalaktivisme in Suid-Afrika aan te toon. Studies wat oor taalaktivisme en moedertaalonderrig handel, sowel as amptelike dokumente rakende taal in die onderwys word hier gebruik. Die tydperk 1652 (die begin van die Koloniale tydperk) tot na 1994 (die demokratiseringstydperk) word hier gedek. In Hoofstuk 5 word die bevindinge wat na aanleiding van die media-analise vir die tydperk 1994 tot 2005 gemaak word, behandel. Daarna volg ʼn kritiese analise en interpretasie van die bevindinge ten einde vas te stel watter rol taalaktivisme by die herwaardering van moedertaalonderrig in Suid-Afrika gespeel het. Daar word tot die slotsom gekom dat taalaktivisme wel binne die Suid-Afrikaanse gemeenskap plaasgevind het. Ook dat die twee hooftradisies van taalaktivisme steeds figureer, maar dat daar tekens is dat beide kante van die spektrum wel bereid is om inklusief saam te werk tot ʼn groter demokratiese onderwysbestel. In die laaste hoofstuk word ’n opsomming aangebied van die bevindinge in die verskillende hoofstukke. ’n Sintese van die bevindinge word aangebied na gelang van die probleemvrae soos in Hoofstuk 3 uiteengesit. Gevolgtrekkings word gemaak, gebaseer op die bevindinge, en aanbevelings word dan gemaak rakende ondersoeke na verdure probleemareas en moontlike oplossings.
English: The Constitutional Assembly accepted a new democratic constitution for the Republic of South Africa on 8 May 1996. The Constitution makes provision for a fair amount of clauses regarding language issues. Among other it makes provision for eleven official languages that reflect the multicultural nature of our society. The National Government presents their position on language in education in the 1996 South African Bill of Rights. It seems clear that the Department of Education emphasises the development of multilingualism within the framework of additive bilingual education. Schools are strongly recommended to offer at least two languages of instruction as from Grade 1, one of which should be the home language of the learner. Aside from these positive goals, the opposite seems to happen in practice. Even more complaints arise, especially from the ranks of minority languages (Afrikaans and African languages) that their languages are marginalised as languages of instruction. A positive development is that more voices are heard in support of language teaching, especially in communities that have traditionally been seen as being in favour of English teaching. This re-evaluation of the role of mother tongue teaching could be contributed to certain language activist initiatives since 1994. This study investigates the role of language activism in the movement back to mother tongue education in South Africa after the establishment of a democratic language dispensation in the country. The perception is investigated that communities are apathetic towards language rights issues in education brought about by political and other pressure groups that want to retain the status quo regarding the promotion of English as medium of instruction at the expense of minority languages. This is done by determining: (a) how widespread the phenomenon of language activism in South Africa occurs, (b) the forms (if any) of language activism among the different language communities, (c) whether there is indeed a re-evaluation of mother tongue teaching and (d) what role (if any) language activism plays in the restoration of mother tongue education. Chapter 2 provides an outline of the theoretical background of the study. It provides an overview of the literature on language activism as phenomenon (and its role within the field of language planning) and how it manifests in mother tongue struggles around the world, especially with regard to education. Various definitions of language planning as an inclusive process, and not only as a top-down action, are investigated. The role that communities play in influencing language policy is investigated on the basis of various definitions in the literature regarding language rights activism. Employing the tools of language activism, as developed by Martel and later Lubbe and Du Plessis are investigated. At the end of the chapter the conclusion is reached that interaction between governments and community organisations plays a vital role in preserving and developing the cultural and linguistic heritage of any community. Chapter 3 provides an overview of the qualitative research design and methodology used in the study. For the purposes of this study a literature, documents and empirical study was done which involved analysing the press clippings. This provides an outline of the methods followed to obtain information from the literature (both nationally and internationally), relevant documents and media records selected for the purpose of the study. It also outlines the strategies followed in order to ensure the validity and reliability. The study is done on the basis of the typology of the instruments of language activism introduced by Martel (1999) and further developed by Lubbe et al. (2004) and Du Plessis (2006). The typology distinguishes between the main instruments of language activism used by language activists and presents an appreciation of which tools would be more successful. The analysis was done on the basis of the definitions of language activism and the social movement theory as discussed in Chapter 2. Chapter 4 provides an historical background to language planning and language policy development in South Africa. The chapter highlights the main moments within the political context of language policy development. An attempt is made to present the role of language activism in South Africa by studying the relevant literature. Studies on language activism and mother tongue education as well as official documents on language in education are used. The period 1652 (the beginning of the Colonial period) until 1994 (the democratisation period) is covered. In Chapter 5 the findings regarding the media analysis for the period 1994 to 2005 are discussed. This is followed by a critical analysis and interpretation of the findings in order to determine the role language activism played in the re-evaluation of mother tongue education in South Africa. The conclusion is reached that language activism did take place within the South African community. Also that the two main traditions of language activism still figure, but there are signs from both sides of the spectrum that there is a willingness to cooperate inclusively to a greater democratic education system. In the last chapter a summary is presented of the findings in the various chapters. A synthesis of the findings is presented with regard to the problem statements outlined in Chapter 3. Conclusions are made based on the findings and recommendations are then made regarding further investigations into problem areas and possible solutions.
English: The Constitutional Assembly accepted a new democratic constitution for the Republic of South Africa on 8 May 1996. The Constitution makes provision for a fair amount of clauses regarding language issues. Among other it makes provision for eleven official languages that reflect the multicultural nature of our society. The National Government presents their position on language in education in the 1996 South African Bill of Rights. It seems clear that the Department of Education emphasises the development of multilingualism within the framework of additive bilingual education. Schools are strongly recommended to offer at least two languages of instruction as from Grade 1, one of which should be the home language of the learner. Aside from these positive goals, the opposite seems to happen in practice. Even more complaints arise, especially from the ranks of minority languages (Afrikaans and African languages) that their languages are marginalised as languages of instruction. A positive development is that more voices are heard in support of language teaching, especially in communities that have traditionally been seen as being in favour of English teaching. This re-evaluation of the role of mother tongue teaching could be contributed to certain language activist initiatives since 1994. This study investigates the role of language activism in the movement back to mother tongue education in South Africa after the establishment of a democratic language dispensation in the country. The perception is investigated that communities are apathetic towards language rights issues in education brought about by political and other pressure groups that want to retain the status quo regarding the promotion of English as medium of instruction at the expense of minority languages. This is done by determining: (a) how widespread the phenomenon of language activism in South Africa occurs, (b) the forms (if any) of language activism among the different language communities, (c) whether there is indeed a re-evaluation of mother tongue teaching and (d) what role (if any) language activism plays in the restoration of mother tongue education. Chapter 2 provides an outline of the theoretical background of the study. It provides an overview of the literature on language activism as phenomenon (and its role within the field of language planning) and how it manifests in mother tongue struggles around the world, especially with regard to education. Various definitions of language planning as an inclusive process, and not only as a top-down action, are investigated. The role that communities play in influencing language policy is investigated on the basis of various definitions in the literature regarding language rights activism. Employing the tools of language activism, as developed by Martel and later Lubbe and Du Plessis are investigated. At the end of the chapter the conclusion is reached that interaction between governments and community organisations plays a vital role in preserving and developing the cultural and linguistic heritage of any community. Chapter 3 provides an overview of the qualitative research design and methodology used in the study. For the purposes of this study a literature, documents and empirical study was done which involved analysing the press clippings. This provides an outline of the methods followed to obtain information from the literature (both nationally and internationally), relevant documents and media records selected for the purpose of the study. It also outlines the strategies followed in order to ensure the validity and reliability. The study is done on the basis of the typology of the instruments of language activism introduced by Martel (1999) and further developed by Lubbe et al. (2004) and Du Plessis (2006). The typology distinguishes between the main instruments of language activism used by language activists and presents an appreciation of which tools would be more successful. The analysis was done on the basis of the definitions of language activism and the social movement theory as discussed in Chapter 2. Chapter 4 provides an historical background to language planning and language policy development in South Africa. The chapter highlights the main moments within the political context of language policy development. An attempt is made to present the role of language activism in South Africa by studying the relevant literature. Studies on language activism and mother tongue education as well as official documents on language in education are used. The period 1652 (the beginning of the Colonial period) until 1994 (the democratisation period) is covered. In Chapter 5 the findings regarding the media analysis for the period 1994 to 2005 are discussed. This is followed by a critical analysis and interpretation of the findings in order to determine the role language activism played in the re-evaluation of mother tongue education in South Africa. The conclusion is reached that language activism did take place within the South African community. Also that the two main traditions of language activism still figure, but there are signs from both sides of the spectrum that there is a willingness to cooperate inclusively to a greater democratic education system. In the last chapter a summary is presented of the findings in the various chapters. A synthesis of the findings is presented with regard to the problem statements outlined in Chapter 3. Conclusions are made based on the findings and recommendations are then made regarding further investigations into problem areas and possible solutions.
Description
Keywords
Positive language planning, Negative language planning, Mother tongue education, Language rights, Language rights activism, Language policy, Language in education, Language activism, Language democracy, Democratic education dispensation, Native language and education -- South Africa, Language policy -- South Africa, Linguistic rights -- South Africa, Thesis (Ph.D. (Linguistics and Language Practice))--University of the Free State, 2012