[halshs-00451832] The Impact of Language on Educational Access in South Africa

Auteur:

Michel Lafon

Date de publication:

01 Novembre 2009

Mots-clefs:

Impact
langage
Language
Afrique du Sud
South Africa
Investigación
research
recherche
transición
Equity
Equity, Procédure en
equité
Equidad (Derecho)
Instruction
Teaching
éducation
Learning
Knowledge and learning
Apprentissage
Savoir et érudition
enseñanza
enseignement
Attention
educación
Pédagogie
Administration scolaire
Children
enfants
Schools
Écoles
Centros docentes
curriculum
knowledge
Paper
Papier à lettres
Papier
Papel
policy
general
Order
orden
Concrete
Béton
Hormigón
Poor
Pauvres
Pobres
Relevance
Théorie de la pertinence (linguistique)
societies
Associations
Läänemaa
Example
Exemple
model
Renacimiento
Renaissance
Broderie Richelieu
Odrodzenie (périodique)
Ideology
idéologie
Ideología
escena
Humanities
Lettres classiques (enseignement supérieur)
Humanidades
sciences humaines

Publié ici :

14 Mai 2015

Mis à jour le :

02 Septembre 2017

Domaines:

Sciences de l'éducation
Linguistique

Langue de publication:

Anglais

The role of Medium of Instruction (MoI) or Language of Learning and Teaching (LoL&T) in South Africa has not received sufficient attention as a factor denying meaningful access to education in South Africa. Yet the majority of under-performing learners are also children who learn in a language that is not their mother-tongue. This research aims to assess how recent language policies have changed the linguistic practices of schools and how this impacts on 'meaningful' access (understood as learners' access to the curriculum and therefore broad content knowledge). The paper unpicks the different solutions - taken and proposed – to the disjuncture between MoI and meaningful access, whilst taking into account the legacy of past policies. Several proposals have been made to improve educational outcomes within the existing policy regarding medium of instruction (MoI) and language in general. Other proposals, in order to give transformation in education more immediate and concrete content, seek to exploit to its limit, or even alter, the official framework. They claim that such a move is a condition to reverse the overall poor outcome among learners from disadvantaged backgrounds. The MoI issue has sometimes been invoked in the debate on the relevance in societies of the periphery of what some see as essentially a Western educational model, a debate that the African renaissance ideology has contributed to rekindle on the SA scene.

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[halshs-00451832] The Impact of Language on Educational Access in South Africa

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[halshs-00451832] The Impact of Language on Educational Access in South Africa

Auteur:

Date de publication:

Mots-clefs:

Publié ici :

Mis à jour le :

Domaines:

Langue de publication:

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