The effect of language policy on language experiences of students in higher education micro spaces
- Authors: Dani, Zizipho Paillis
- Date: 2025-04
- Subjects: Language policy -- South Africa , Language and education -- South Africa , Language planning -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/72240 , vital:79201
- Description: This study explored how the implementation of language policies or lack thereof within micro spaces in educational institutions can affect the language experience of the students in these spaces. The micro spaces that this study refers to are classrooms, social spaces, and residences in institutions of higher education and learning. Institutions of higher education and training have developed language policies that are in place, but these policies concentrate more on the corporate and pedagogical side of the institutions, excluding the micro spaces, although they still exist in the institution. In addition, the study explored matters about language policy in the academic spaces of Basic and Higher Education Institutions. It investigated the effect of the implementation of the institutional language policies of South African higher education institutions on the micro spaces that form part of the institution and how it has affected students living in these spaces who have experienced it. The study used qualitative and quantitative approaches to provide evidence of the growing need for research focused on language in these spaces. The participants of the study were aged from 18–65, because the age range covered both the lecturers who teach using English as the main mode of instruction, as per their institutional language policies, and the students who are taught using English as a Second or First Additional Language. The questionnaire was disseminated via social media outlets, garnering responses from 70 participants, while those interviewed consisted of 18 participants comprising nine lecturers and nine students. The study uses belonging as a lens through which the language experiences are analysed of South African students in educational spaces. The findings of this study indicate that the National Language Policy, which was formulated to promote multilingualism, advocates for equality of all the official languages and upholds the redress measures that are set out in the Constitution of South Africa, has not been implemented, monitored and evaluated effectively within Higher Education. This lack of implementation can be attributed to the lack of monitoring and evaluation, resources and knowledge surrounding the policies. The concept of multilingualism under the guidelines taken from the policies of different higher education institutions and the DHET language policy is discussed as a possible solution or gateway to bridging what many may refer to as an identified gap. Multilingual tools such as translanguaging, code-switching and code-meshing are already being utilised in some classrooms and spaces but cannot be utilised as the only solution in the long run. The study has also identified the need for language policies that are specific to domestic and social spaces in the institutions as means to mitigate confusion, bullying, esteem issues and the risks that may arise from having one dominant language in such spaces. Some learners are of the belief that their academic journey would have had a more positive impact if they had been able to express themselves better in English or if they had been taught in their native language. , Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communications, 2025
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- Date Issued: 2025-04
A critique of the language of record in South African courts in relation to selected university language policies
- Authors: Docrat, Zakeera
- Date: 2020
- Subjects: Language policy -- South Africa , Forensic linguistics -- South Africa , Communication in law -- South Africa , Language planning -- South Africa , Linguistic rights -- South Africa , Court interpreting and translating -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/141394 , vital:37968
- Description: This interdisciplinary research located in the research area of forensic linguistics seeks to provide a critique of the monolingual language of record directive for courts in South Africa, while investigating how university language policies contribute the formulation of a monolingual language of record policy for courts, by graduating monolingual LLB students. The research commences with identifying the research problem, goals and objectives and how the language of record policy for courts is linked to university language planning. The research proceeds to an overview of scholarly literature concerning the historical developments of language planning in both the legal system and higher education in South Africa. The theoretical principles concerning the enacting of language legislation and policies is advanced in relation to the constitutional framework. This research furthermore provides a thorough critique of the constitutional framework where the language rights the other related language provisions are discussed in relation to the theory and the application thereof in case law. The research explicates that the language rights of African language speaking litigants is unfairly limited and that access to justice for these litigants is either unattainable or achieved to a lesser extent. The disparities between language, law and power are brought to the fore, where the relevant legislation and language policies fail to determine the language of record in courts as well as legislate the African language requirements for legal practitioners in giving meaning to the constitutional language rights. The language policies of six selected universities is discussed in relation to the legal system’s legislative and policy frameworks, outlining the need to transform the language of learning and teaching and develop the curriculum to support the legal system. In doing so, the shortcomings of the interpretation profession in South Africa are highlighted and the effects thereof on the language rights of litigants. This thesis advances seven African and international case studies, comprising Kenya, Morocco, Nigeria, Australia, Belgium, Canada and India. Each of the case studies provides an in-depth analysis of the language of record/proceedings in courts and the language competencies of legal practitioners and judicial officers in relation to their university education. The African case studies are illustrative that English on the African continent in courts and higher education is dominate and the resultant loss of indigenous languages marginalises people from mainstream society. The international case studies provide two models, Belgium and Canada, which South Africa can emulate, in enacting new legislation and policies and the amendment of current legislation, to ensure bilingual/ multilingual language policies are drafted for courts per province, where the language demographics present majority spoken languages alongside English. Furthermore, where courts interpret language rights and legislative and policy provisions in a purposive manner, where African language speakers are able to, fully realise their rights. Australia and India as multilingual models serve as important case studies where South Africa can learn from what to avoid, how to subvert challenges or adequately address these. These case studies highlight the dangers of a political elite who pursue an English only agenda at the expense of the indigenous languages and the speakers thereof. This thesis in conclusion provides interdisciplinary recommendations that need to be implemented in order to address the language question in South African courts and higher education.
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- Date Issued: 2020