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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. Please provide other policies besides BELA
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

Policy Framework for Magnolia Secondary School's Language Policy

Introduction

Magnolia Secondary School has an opportunity to create an inclusive language policy that caters to the diverse linguistic backgrounds of its learners, while aligning with South African education laws and frameworks. This proposal outlines the steps the school should take in developing its language policy, covering the necessary legislative backing and approach needed under both the Basic Education Laws Amendment Act (BELA) and other relevant educational policies.

Proposed Policy Framework

  1. Policy Development Process

    a. Inclusive Stakeholder Engagement

    • Establish a committee comprising teachers, school governing body (SGB) members, learners, and parents to guide policy formulation.
    • Conduct workshops and focus groups with the community to gather input on language preferences and educational needs.

    b. Research and Analysis

    • Analyze the demographic data of current and prospective learners to identify the predominant languages and minority languages present in the school community.
    • Assess the proficiency of available educators in teaching these languages and their ability to support students learning in different languages.

    c. Draft a Language Policy

    • Draft a language policy that maintains the school's Afrikaans medium of instruction while incorporating provisions for multilingual education, supporting mother-tongue instruction during the transition period for learners from diverse language backgrounds.

  2. Legislative Framework

    a. Basic Education Laws Amendment Act (BELA), 2016

    • According to BELA, the SGB must submit any language policy changes to the Head of Department (HoD) for approval (Section 4(1)).

    b. South African Schools Act (SASA), 1996

    • The language policy must still comply with SASA Section 6(1), which allows school governing bodies to determine school language policies, provided they respect the rights outlined in the Constitution.

    c. The Constitution of South Africa (Section 29)

    • Guarantees the right to receive education in the language of choice, reflecting a commitment to respect and promote linguistic diversity within the educational system.

    d. National Curriculum Statement (NCS)

    • Acknowledges the importance of respecting learners' home languages while providing access to education in a second language, promoting a dual approach in language instruction.

  3. Implementation Steps

    a. Policy Submission

    • Once the language policy is drafted, it must be formally presented to the HoD for approval, as per BELA (Section 4(1)).

    b. Educator Training

    • Provide ongoing professional development for educators to ensure they are equipped to teach effectively in the language policy's context.

    c. Implementation Timeline

    • Establish a phased implementation plan, allowing sufficient time to transition learners to the medium of instruction while also introducing Afrikaans language support programs.

  4. Monitoring and Evaluation

    a. Continuous Assessment

    • Regularly assess the effectiveness of the language policy through feedback from students and parents, as well as academic performance reviews.

    b. Policy Review

    • Set timelines for reviewing and revising the language policy as necessary to adapt to the evolving needs of the school community.

  5. Unifying Features and Values

    • Emphasize values of inclusivity, respect for diversity, and mutual support among learners; rather than prioritizing individual language rights over the communal rights of the student body.

Conclusion

For Magnolia Secondary School to embrace the linguistic diversity of its student population while maintaining a unified educational environment, its language policy must reflect a balanced approach. By integrating feedback from the community, complying with legal mandates, and fostering an atmosphere of multilingualism, the school can ensure that all learners thrive academically and culturally. The policy should not only serve the needs of individual learners but also enhance the collective identity of the student body.