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1. www.researchgate.net › publication › 334422962_The(PDF) The Language-in-Education Policy in South Africa: A gap ...

   www.researchgate.net › publication › 334422962_The

   Jan 1, 2019 · This article argues that, to be truly understood, South Africa's new Language in Education Policy (LiEP) must be examined in the context of both historical and recent developments.

2. www.unicef.org › esa › sitesThe impact of language policy and practice on ... - UNICEF

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   The language environment in the Eastern and Southern Region of Africa is rich and dynamic. Many African languages, including Amharic, Kirundi, Swahili, isiZulu, Kinyarwanda, Chichewa, Luganda, Kikuyu, Malagasy, Oromo, and Somali are spoken as mother tongues by millions of

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   • Page Count: 144

3. www.cambridge.org › core › journalsLanguage learning and teaching in South African primary schools

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   We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally.

   • Author: Rosemary Wildsmith-Cromarty, Robert J. Balfour

   • Publish Year: 2019

4. www.researchgate.net › publication › 334700730Language learning and teaching in South African primary schools

   www.researchgate.net › publication › 334700730

   Jul 1, 2019 · PDF | South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary... | Find, read and cite all the...

5. www.unicef.org › esa › sitesThe impact of language policy and practice on children’s ...

   www.unicef.org › esa › sites

   South Africa. • The Progress in International Reading Literacy Study (PIRLS) study of 200696 assessed reading literacy at Grade 4 level in the eleven official languages of South Africa, and at Grade 5 level in Afrikaans or English. South African children generally achieved well below the international average, despite the fact that most

6. www.academia.edu › 49094949(PDF) Multilingualism in South African education: a southern ...

   www.academia.edu › 49094949

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   Our discussion of multilingualism, here, traces the African lineage of a radical vein of scholarly thought that informed transformative language policy proposals for South Africa and decolonial perspectives of multilingualism that circulate southern contexts, and reciprocal engagement with parallel scholarship in South Asia and South and ...

7. People also ask

   Which language is preferred in South African Schools?

   • Naudé and Meier (2014) argue that in most South African schools, the preferred LoLT is English. Noticeably, most schools choose English and not the African language spoken in the area (Manyike & Lemmer 2014; Wildsmith-Cromarty & Balfour, 2019).

   (PDF) Language learning and teaching in South African ... - ResearchGate

   www.researchgate.net/publication/334700730_Language_learning_and_teaching_in_South_African_primary_schools

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   What language do South African children learn?

   • level in the eleven official languages of South Africa, and at Grade 5 level in Afrikaans or English. South African children generally achieved well below the international average, despite the fact that most participan s wrote the test in their home language; learners tested in Sepedi and Tshivenda were especially low. Surprisingly, language of in

   The impact of language policy and practice on children’s learning: In

   www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-South-Africa-Case-Study.pdf

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   Does learning achievement suffer in South Africa?

   • cy, learning achievement invariably suffers.4.2.2. Evidence on language and learning in South AfricaDue to the high political profile of language policy and practice in South Africa, as well as the work of a number of South African language scholars and researc

   The impact of language policy and practice on children’s learning: In

   www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-South-Africa-Case-Study.pdf

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   Does language policy affect quality of Education in eastern and southern Africa?

   • impact on the quality of education in Eastern and Southern Africa. The chapter reviews existing research findings on language policy and learning more generally, noting that using the mother tongue in the classroom enhances classroom participation, decreases attrition, and increases the like

   The impact of language policy and practice on children’s ... - UNICEF

   www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-FullReport.pdf

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   Do South African learners learn English?

   • All learners in the study (and indeed the overwhelming majority of South African learners) attend school in an English language immersion setting, where English is the sole language of learning and teaching. The groups were assessed on the CALS-I-ZA, an instrument developed to measure CALS that has been validated in the South African context.

   The Language-in-Education Policy in South Africa: A gap between policy

   www.researchgate.net/publication/334422962_The_Language-in-Education_Policy_in_South_Africa_A_gap_between_policy_and_efficacy

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   Does South Africa use different languages in education policy?

   • I NTRODUCTION research in language in education policy worldwide. South country’s langua ge in education policy as it is today. Like most African nati ons, South Af ricans are multili ngual. Initially Africans used various different languages.

   The Language-in-Education Policy in South Africa: A gap between policy

   www.researchgate.net/publication/334422962_The_Language-in-Education_Policy_in_South_Africa_A_gap_between_policy_and_efficacy

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8. www.unicef.org › esa › sitesSouth Africa - UNICEF

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   2017-2018 Annual Performance Plan notes that “EGRA intends to solidify learners’ reading proficiency in their home languages so that they will be able to transfer those skills when they transit to use English as a language of learning and teaching in the Intermediate Phase and beyond” (DBE 2017-2018 Annual Performance Plan, p. 38).4