Giving African languages a place
November 20, 2003 Edition -1
Sihawu Ngubane
The constitution of the Republic of South Africa, Act 108 of 1996, allows all individuals to receive education in the official language or languages of their choice.
Debates on the implementation of this right are endless. Some arguments are in favour of one medium universities, some dual or parallel mediums and yet, according to this Act, institutions for higher education should transform their system to serve a new social order and respond to the new realities that prevail in our country.
Prior to 1994 we have seen English and Afrikaans used for teaching and learning in higher education which has moved the government to establish a task team to advise on the development of indigenous African languages as mediums of instruction in higher education.
The establishment of this task team is part of the implementation of the Language Policy for higher education gazetted in November 2002. The Language Policy for higher education revolves around languages of instruction, the future of South African languages as fields of academic study and research, the study of foreign languages and the promotion of multilingualism in the institutional policies and practices in institutions of higher education.
The policy poses great challenges for South Africans, particularly those in higher education, to strive for putting a policy into practice.
The task team is therefore tasked with the development of a policy framework that will be used by the Ministry of Education once it is approved by the cabinet. This involves research into the availability of teaching material, staff development and language development, where necessary.
Assessment of the current usage of indigenous languages in higher education needs to take place. It is a fact that some institutions for higher learning have already embarked on the development of African languages and language policies. In a recent article by Philani Makhanya which appeared in The Mercury, "African languages to get upliftment", published on the September 25, there were positive statements concerning an initiative by Prof Kader Asmal on a language plan for universities.
This article highlighted the demographics of isiZulu in the province of KwaZulu-Natal and some initiatives that are already in place for using isiZulu to teach other subjects.
Makhanya stated: "While the programme is still in its early stages, academics at KwaZulu-Natal universities are already toying with the idea of using isiZulu to teach other subjects."
The emphasis of the article was on the upliftment of African languages that is suggested in the title. In the article, challenges inherent to this process were highlighted and included fear of job losses for a number of white lecturers who teach isiZulu.
The issue was not intended for "scare-mongering", but to draw attention to the implications of changes of this nature, and to stimulate dialogue that will lead to creative solutions.
How can we change the orientation of teaching isiZulu in a non-mother tongue language to that of teaching in a mother tongue? This exercise is an initiation of a dialogue. What is positive is that this dialogue has started at the University of Natal.
However, there have been concerns expressed by some staff members who feel that the article was damaging to the status of non-Zulu teachers of isiZulu. But the fact is that the University of Natal teaches in both streams.
The article may have created a perception that non-mother-tongue lecturers are an obstacle to the development and promotion of isiZulu. The intention of the article was not to target individuals, but to promote African languages, including isiZulu.
All faculties at universities should allow students the option of an elective in an indigenous language.
This will assist in promoting these languages to the extent that they can be used to teach other subjects like science and mathematics.
The first priority is to utilise these languages in teaching and learning in higher education. The task team is expected to draw on the necessary technical and other expertise in order to develop a plan of action.
The universities of Natal and Durban Westville are set to merge in January 2004, thus becoming the premier African (and a truly non-racial) South African university. The newly merged institution has a social responsibility to engage seriously in the development of African graduates.
This will ensure that they serve their communities fully and at the same time develop a multilingual society.
African languages should have the freedom to be used as academic/scientific laguages in the new institution.
New curricula that will share expertise in innovative teaching methods and research fields for African languages at both first and second language level in higher education should constitute a valuable career-oriented option for all students.
