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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).

Note: Do not forget to State the section/ subsection of the legislation when you present.

1 answer

To address the language policy and instructional medium at Magnolia Secondary School, given the diverse backgrounds of the four learners transitioning into Grade 8, the school should adopt a comprehensive language policy grounded in inclusive practices. This policy should align with the relevant legislation, ensure compliance, and address both the communal rights of the community and the individual rights of learners.

Proposed Language Policy

1. Policy Base: The language policy should be based on the principles outlined in the South African Schools Act (SASA) No. 84 of 1996, particularly Section 6(1), and should also take into consideration the Basic Education Laws Amendment (BELA) Act of 2021 (particularly emphasizing the requirement for governing bodies to submit language policies for approval to the Head of Department [HOD]).

2. Inclusion of Mother Tongue Instruction: Given the students' backgrounds, the policy should incorporate provisions for multilingual education that recognizes Afrikaans, Sesotho, Setswana, IsiXhosa, and Pedi as mediums of instruction. Particularly, strategies should be developed to support students transitioning from their home languages to Afrikaans, as this fosters inclusivity and reduces barriers to learning.

3. Language Transition Program: Implement a transitional language program that provides additional support. This could include:

  • Language Support Classes: After school or during school hours focused on Afrikaans language acquisition to assist learners who are non-native speakers.
  • Bilingual Education Models: Introduce a model where subjects are taught in both Afrikaans and the learners’ home languages during the initial years of transition to maintain cognitive development while learning a new language.

Procedure to Follow

1. Community Engagement: Engage with the community through workshops to gather insights on language preferences and the cultural background. The governing body (SGB) should convene meetings with parents, educators, and community stakeholders to discuss the language needs and preferences of the diverse student body.

2. Policy Drafting: Based on community feedback, the SGB should draft the language policy reflecting various perspectives. This document should clearly articulate the model of instruction, the role of mother languages, and provisions for language support.

3. Approval Process:

  • After drafting, the SGB must submit the proposed language policy to the Head of Department (HOD) for approval, as mandated by BELA.
  • Include supporting rationale, which emphasizes the need for inclusivity and reflects demographic data, majority and minority language considerations, and the cultural makeup of the community.

Policy Frameworks Supporting the Process

  1. South African Schools Act No. 84 of 1996:

    • Section 6(1): Governing bodies may determine language policies but must respect the Constitution and provincial laws.

  2. Basic Education Laws Amendment (BELA) Act:

    • Requires policies, including language policies, to receive HOD approval.
    • Ensures that the school adapts to address the educational needs of its learners.

  3. Constitution of South Africa:

    • Section 30: Recognizes the right to use one’s language and to participate in the cultural life of one’s choice, ensuring that learners’ cultural and linguistic identities are respected.

  4. National Policy on Language:

    • The language policy needs to align with national language policies that promote multilingualism and the protection of minority languages in educational settings.

  5. Curriculum Assessment and Policy Statement (CAPS):

    • Adhering to CAPS guidelines allows Magnolia Secondary to structure teaching methods that incorporate the home languages while complying with national standards.

Conclusion

Magnolia Secondary’s proposed language policy should focus on inclusivity, community engagement, and collaboration among stakeholders to ensure that the diverse linguistic needs of all learners are met. By implementing supportive transitional programs and adhering to legislative frameworks, the school can create a nurturing educational environment that allows all learners to succeed, regardless of their linguistic background. This approach promotes unity while respecting and valuing diversity within the school community.