Language and power relations in further education and training band in South Africa

Published ThesisIn South Africa, the debate around the status of the official languages debate has remained a perennial issue among educators, academics and stakeholders, especially after the constitu-tional enshrinement of the 1997 multilingual language-in-education policy in the school cur-riculum. Using classroom observations, semi-structured interviews and document analysis, this qualitative study investigates and analyses linguistic power relations in the Further Education and Training band based on an inquiry in eight selected secondary schools in rural and urban areas in four provinces across South Africa. It aims to examine the relationship between lan-guage and economy; how language differences affect non-native speakers of English in Eng-lish-medium classrooms; and how school language choice re-creates economic inequalities in South Africa. The study aims to make recommendations on which policy responses best ad-dress the inherent asymmetrical linguistic power relations in the South African education sys-tem. The inquiry is informed by Vygotsky’s social constructivism theory, the notion of cultural deficit and or the articulation gap, and Bourdieu’s cultural capital and concept of field. The main findings of the study indicate that English has economic value for learners’ future out-comes and is preferred to African indigenous languages as medium of instruction. There is a mismatch between home language and classroom language practice. Lack of reading culture is prevalent among many learners. Findings further show that local languages can promote learning; poor academic performance is traced to poor schooling in learners’ formative years; and the influence of learning styles, self-esteem and socio-economic factors on learning and performance. Most of the study participants support the use of English as a language of learning and teaching (or medium of instruction) in secondary schools although indigenous languages dominate dialogue outside the classroom, especially in rural and township schools. This demonstrates the mismatch between home language and school language practice. One of the reasons for English-only classroom discourses is informed by the schools’ language policy. Lastly, recommendations suggest that national and provincial governments should incorporate teachers in education policymaking decisions and train or re-train language teachers to align with constitutional multilingualism. This may close the existing gap in the language power relations in FET band in particular and in the South African education system in general. ‘‘When we read a book, the intrinsic and the extrinsic rules govern our study. The intrinsic concurrently involves understanding, interpreting and evaluating the book. The intrinsic rules of study, however, are in themselves inadequate. To read successfully, we need the extrinsic aids of experience, other books, and live discussion. Experience is the only way we can interpret and relate to what we read. Books have meaning only when we read them in relation to other writings. Live discussion refers to the ordinary interaction that occurs among human beings as they pursue a particular course of study.’