n Tydskrif vir Geesteswetenskappe - Die prisma vertroebel : taalonderrigbeleid geïnterpreteer in terme van kurrikulumverandering

Supplement 1
  • ISSN : 0041-4751


This article demonstrates that the original principles, which guide language education policy, arising from the Constitution (1996) and the Department of Education's language policy (1997), have been systematically undermined in official documents and curriculum change since 1999. The principles at risk include equity, non-discrimination, promotion of multilingualism, mother tongue education and meaningful access to optimal cognitive development in education. Education research, evidence and experience, especially in relation to psycholinguistics and second language acquisition, are being ignored. This is to the detriment of the whole education system and the socio-economic development needs of South Africa.

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