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INTRODUCTION

Geography, demographics, politics, economy, religion, culture, and history all play a role in shaping the uniqueness of each education system, with its policies evolving to meet the demands of an ever-changing world. For example, the language policy reflects this dynamic influence in South Africa.
BEFORE BELA
According to SASA 84 of 1996 section 6(1), a public school's governing body may determine the school's language policy subject to the constitution and any applicable provincial law. According to SASA 84 of 1996 section 6(1), a public school's governing body may determine the school's language policy subject to the constitution and any applicable provincial law. This role can be reasonably fulfilled if the SGB represents the language option of the community. One way of ensuring that is to make the SGB as inclusive as possible in its composition in a way that caters for and reflects the diversity of the community in which the school is located
WHAT LED TO BELA
Language policies in some of the schools shown/appeared as barriers to/for access to education for some learners. The Case Law: Gauteng Department of Basic Education v Rivonia Primary School (2016) demonstrated the complexity of language rights.
POST BELA
Unlike SASA, the BELA indicates that the governing body must submit to the Head of Department for approval (Chibaya, 2025). While the role of the SGB remains the same in how it creates and enforces school policies, the approval of policies, such as the language policy, must be approved by the HOD.
CASE
Four learners from different provinces in South Africa are transitioning into Grade 8 at a new secondary school (Magnolia Secondary) that uses Afrikaans as the medium of instruction. Each student comes from a unique background where they were taught in their African home languages at their respective primary schools.
Learner 1 - Thabo (Sesotho-speaking)
Thabo hails from a primary school in the Free State, where Sesotho was the primary language of instruction. At his previous school, he was able to communicate fluently in Sesotho, and his learning was facilitated through this language.
Learner 2 - Keabetswe (Setswana-speaking)
Keabetswe comes from a primary school in the North West province, where Setswana was the language of teaching and learning.
Learner 3 - Siphokazi (IsiXhosa-speaking)
Siphokazi grew up in the Eastern Cape, where IsiXhosa was the primary language spoken in her home and at school
Learner 4 - Lerato (Pedi-speaking)
Lerato comes from Limpopo, where her primary school taught in Pedi. She is confident in her home language and did well academically.
The parents of these learners have applied for them to do grade 8 at Magnolia Secondary, previously using only Afrikaans as a medium of instruction.

TASK
Present what Magnolia Secondary should do, including the policy the school should adopt/ base itself on, the procedure to follow, and the policy frameworks that support this process.
Consider the fact that ideally governing bodies should identify unifying features and values that do not overemphasise the rights of individual learners; conversely the communal rights of groups of learners should also not become overbearing. In other words, a governing body should analyse the facts with regard to the demography, the majority language of choice, other minority languages of choice, the availability of proficient educators and the cultural background of the school and its community (Joubert & Bray, 2007).

1 answer

Policy Recommendations for Magnolia Secondary

Given the context of Magnolia Secondary as a school that historically utilized Afrikaans as a medium of instruction, and considering the diverse linguistic backgrounds of the four learners transitioning into Grade 8, the school needs to adopt an inclusive language policy. This policy should aim to balance the rights of individual learners while also considering the communal needs and values of the school community. The following outlines the appropriate steps, policy frameworks, and rationale for this process.

Proposed Language Policy

1. Bilingual Medium of Instruction

  • Language of Instruction: Implement a bilingual medium of instruction where Afrikaans and a selected African language (based on the demographics of the learners) will be used. This allows for the incorporation of the learners' home languages into the curriculum.
  • Instructional Support: Develop teaching materials and resources in both Afrikaans and the chosen African language to facilitate learning.

2. Language Transition Program

  • Support for Transitioning Learners: Create a language support program for the learners from different linguistic backgrounds. This program would include language workshops to assist learners in acquiring the necessary Afrikaans skills for academic success while honoring their home languages.

Procedure to Follow

1. Community Consultation

  • Engagement with Stakeholders: Organize community meetings that involve parents, learners, educators, and the School Governing Body (SGB) to discuss the language policy. This inclusive approach promotes diversity and ensures the policy reflects the community's values and linguistic preferences.

2. Language Policy Drafting

  • Collaboration with Educators and Linguists: Involve educators and language experts in drafting the policy to ensure academic standards are met while accommodating diverse linguistic backgrounds.
  • Feedback Mechanism: Present the draft policy for feedback from the school community to ensure transparency and inclusivity.

3. Approval Process

  • Submission to the Head of Department (HOD): Following community consultations and revisions based on feedback, submit the finalized language policy to the HOD for approval, as required under the BELA.

4. Implementation and Training

  • Professional Development for Educators: Provide training for teachers on bilingual instruction techniques and ways to support students from diverse language backgrounds.

5. Monitoring and Evaluation

  • Ongoing Assessment: Establish an evaluation mechanism to monitor the policy's effectiveness in meeting the needs of all learners. This includes regular feedback from learners and parents.

Policy Frameworks Supporting the Process

1. South African Schools Act (SASA) and Basic Education Laws Amendment Act (BELA)

  • These legislative frameworks guide the establishment of language policies in schools. Adherence to these laws ensures that Magnolia Secondary operates within the legal frameworks necessary for language policy implementation.

2. Constitutional Rights

  • The South African Constitution guarantees the right to education in a language of choice. Establishing a bilingual medium respects the rights of learners to receive education in a language that is familiar and comfortable.

3. National Language Policy Framework

  • Align the school’s language policy with the National Language Policy Framework, which encourages multilingualism and the promotion of indigenous languages.

4. Department of Basic Education Guidelines

  • Utilize guidelines from the Department of Basic Education on language and education to structure the language policy effectively, ensuring it meets national educational standards.

Conclusion

In establishing a revised language policy at Magnolia Secondary, it is essential to recognize the linguistic diversity of the student population while promoting an inclusive learning environment. By fostering collaboration, consulting with stakeholders, and providing appropriate support and training, the school can create an educational atmosphere where all learners thrive and succeed regardless of their linguistic backgrounds. The emphasis should be on unity and mutual respect, serving both individual and communal rights.