Faculty of Humanities
School of Languages
Department of Afrikaans
Selected Highlights from Research Findings
The aim of this research study was to determine the degree to which African languages in South Africa have been developed into fully-fledged standard languages and thus are appropriate for use in high-function contexts such as tertiary academic institutions. If African languages are to fulfill their role in modern-day South Africa with its philosophy of pluralism, the development of fully-fledged standardized varieties is essential.
The findings indicate that although African languages have undergone standardization, they do not yet possess fully-fledged standard varieties, and can therefore not yet adequately function in educational contexts. The research is being continued with the support of the Pan South African Language Board and the co-operation of the National Language Bodies.
Prof Vic Webb of the Department of Afrikaans also investigated language planning in higher institutions of learning. The exclusionary, discriminating and therefore unfair practice of using English as the main or only language of teaching and learning for students who are developing their English language proficiency, as well as the need for language planning to be based on reliable and valid information and the central role of clear and validated plans for language policy implementation was focused on.
The investigation revealed that only the University of Stellenbosch has researched the necessary comprehensive and validated sociolinguistic profile of the communities involved (e.g. students, administrative and academic university staff) for language planning and policy development.
South African universities also underestimate both the complexities of meaningful language planning and the role of factors such as market forces, imagining that the development of a language policy is sufficient for addressing the problems involved, and that this development can be adequately handled by the bureaucratic leadership of their institutions.
Furthermore, the major obstacles to effective language-political transformation in the higher education system are the attitudes and the views of the academic staff, and that no South African university seems to take the development of African languages as languages of science seriously
Contact person: Prof VN Webb.
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