Editor: Viv Edwards (University of Reading, UK)
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Volume: 12 Number: 4 Page: 254–272
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English With or Without G(u)ilt: A Position Paper on Language in Education Policy for South Africa
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S. Granville, H. Janks, M. Mphahlele, Y. Reed, P. Watson, M. Joseph and E. Ramani
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This paper examines the implications of language in education policy in post apartheid South Africa, for both schools and universities. Particular attention is paid to the recommendations of the Language
Task Action Group (LANGTAG), delegated by the Minister of Education in 1995, to establish South Africa's language-related needs and policies across different domains in the society. The LANGTAG document,
Towards a National Language Plan for South Africa , proposed a national language policy designed to promote the development and status of the historically disadvantaged African languages; and to counter
the hegemony of English. This paper supports the general policy but challenges LANGTAG's implementation strategies. It makes the following recommendations: (a) All students should have the right of access
to the language of power (English at present). Planned and effective provision for its delivery must be made an explicit part of language policy; (b) Allstudents must learn at least one African language
as subject throughout the years of compulsory schooling; (c) An African language as a language of learning and teaching should be a long term goal. These recommendations should lead to effective implementation
of LANGTAG's multilingual policy.
© Multilingual Matters 1998
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