Department of Basic Education extending teaching in African languages

Currently, learners are taught in their mother tongue until the end of Grade 3 and then switch to English as medium of instruction from Grade 4. 

LITERACY CRISIS  

The Progress in International Reading Literacy Study (PIRLS) results showed that 81% of Grade 4 learners in South Africa cannot understand texts in any language. 

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WHO OR WHAT IS TO BLAME?

A report by the Oppenheimer Memorial Trust highlights teachers’ lack of subject knowledge and teaching skills as the main problem.

The DBE disagreed with this, saying that the wide use of English is to blame. English, the main medium of education in the country, is a barrier to many teachers and learners, according to the DBE. This feeds into language policy changes.

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POLICY CHANGES

The DBE wants to extend teaching in African languages for home language learners up to the end of Grade 6. This means teaching all subjects in learners’ home language. 

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DOMINO EFFECT

The proposal will involve new textbooks in all languages and changing the language of instruction in the Foundation and Intermediate Phases of the Bachelor of Education degree.

The South African asked a senior lecturer in the Department of Curriculum Studies at Stellenbosch University, Dr Oscar Koopman, what his opinion was on the matter. His response was two-fold: “When learners receive instruction in their mother tongue, comprehension and knowledge acquisition become more accessible and rapid,” he said. Koopman stated that it should be embraced by all South Africans.

However, he pointed out that the implementation will encompass several challenges, specifically regarding capacity and subjects such as science and technology. 

Universities will be responsible for training teachers to fulfil this role. “Given the magnitude of this task, the process cannot be rushed and must unfold in well-planned phases with realistic timelines to produce the necessary capacity,” said Koopman.

Another challenge according to Koopman “lies in subjects such as science and technology, which are not yet academically well-developed in African languages”. This translates to the need for “academics to start on the important task of developing the requisite academic languages for these subjects,” said Koopman. 

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