ManuScript Details
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Paper Id:
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IJARW1335
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Title:
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LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 2 Issue 1 |
| Pages: |
8
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| Published On: |
7/24/2020 10:31:19 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Tawanda Wallace Mataka |
| Institute: |
National University of Lesotho |
Co - Author Details
| Author Name |
Author Institute |
| Takura Bhila |
Limkokwing University of Creative Technology |
| Tawanda Mukurunge |
Limkokwing University of Creative Technology |
Abstract
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Research Area:
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Education |
| KeyWord: |
language in education policy, language of learning, decolonisation, indigenous language, hegemony |
| Abstract: |
Decolonising education has and is still an uphill task for many African countries especially those that have scars of a gruesome colonial past such as South Africa, among others. It is against this background that I argue in this paper that the language of instruction imposed through Language in Education policy has and is perpetuating the colonial legacy and bottle necking impacting negatively on cognitive and academic development of learners. Consequently, there are loud calls from various stakeholders and student bodies to decolonise education in South Africa to change the status quo. Since 1976 and later on 2015, South African youth in higher education institutions have intensified the call to decolonise education. One of the major areas of concern towards decolonisation is language of learning and teaching (LoLT) and the language of learning materials. This call comes because even though South Africa is now a democracy that gives official status to its indigenous languages, English still enjoys hegemony in all areas including and especially in education as the LoLT from grade 4 up to tertiary education. This translates to a betrayal of the constitutional prerogative of inclusive education for all. Teacher narratives and questionnaire were data generation tools from teachers in South Africa. They articulated their experiences and their recommendations to improve the system. The data generated was processed and presented into themes. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Tawanda Wallace Mataka, Takura Bhila, Tawanda Mukurunge, "LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.", International Journal Of All Research Writings,
vol. 2, no. 1, pp. 117-124, 2020.
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MLA
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Tawanda Wallace Mataka, Takura Bhila, Tawanda Mukurunge "LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.." International Journal Of All Research Writings,
vol 2, no. 1, 2020, pp. 117-124.
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APA
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Tawanda Wallace Mataka, Takura Bhila, Tawanda Mukurunge (2020). LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.. International Journal Of All Research Writings,
2(1), 117-124.
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LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.
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LANGUAGE IN EDUCATION POLICY: A BARRIER TO ACADEMIC AND COGNITIVE DEVELOPMENT OF LEARNERS ACROSS GRADES: A CASE OF SOUTH AFRICAN TEACHERS’ NARRATIVES.
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