Original Research

Die invloed van taalhoudings op onderrigmediumkeuse in Suid-Afrika

C. de Wet
Literator | Vol 21, No 3 | a495 | DOI: https://doi.org/10.4102/lit.v21i3.495 | © 2000 C. de Wet | This work is licensed under CC Attribution 4.0
Submitted: 26 April 2000 | Published: 26 April 2000

About the author(s)

C. de Wet, Departement Vergelykende Opvoedkunde en Onderwysbestuur, Universiteit van die Vrystaat, Bloemfontein, South Africa

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The influence of language attitudes on the choice of the medium of instruction in South Africa
The South African Constitution (Act 108 of 1996) recognises language as a basic human right and emphasises the right of choice of every individual with regard to the language of learning and teaching (LOLT). In exercising their democratic language choice, the majority of South African learners and their parents reject their right to mother-tongue education and disregard research findings that emphasise the benefits of mother-tongue instruction. From a study of subject-related literature it has become clear that the masses in South Africa believe that a knowledge of English is the key to economic and political empowerment. Against the background of these findings, the article reports on an empirical study on the language attitudes of undergraduate Education and B.Ed. students at the Bloemfontein and Queenstown campuses of the University of the Free State. The study confirms the findings of the subject-related study to a large extent, namely that English is seen as the key to economic and political empowerment. The opposite is, however, proven by literacy and poverty figures, as well as by studies on blacks’ proficiency in English. Proceeding from the economic, political and educational realities, the article offers a few suggestions for the development of African languages as LOLT.


Education And Language In South Africa; Language Attitudes; Mother-Tongue Education; Perceptions With Regard To Language


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Crossref Citations

1. Students’ Attitudes and Preferences toward Language of Learning and Teaching at the University of South Africa
Ellen Lombard
Language Matters  vol: 48  issue: 3  first page: 25  year: 2017  
doi: 10.1080/10228195.2017.1398271