Language Teaching and Learning in Education (HED4807)
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HED4807
Assignment 4 2024
Unique #:525949
Due Date: 9 October 2024
Detailed solutions, explanations, workings
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+27 81 278 3372
, QUESTION 1
1.1.
Addressing the Parent Body on the Language in Education Policy (LiEP) and
the Choice of Language of Learning and Teaching (LoLT)
Introduction
Good evening, parents, teachers, and members of the school community. Thank
you for coming together to discuss an important aspect of our children’s education:
the choice of the Language of Learning and Teaching, commonly referred to as
LoLT. The Language in Education Policy (LiEP) plays a crucial role in guiding
schools like ours in making decisions about which language or languages are used
for teaching and learning. Today, I will provide some background on the LiEP,
discuss the challenges we face, and explore the practical considerations that
impact our choice of LoLT.
Background on the Language in Education Policy (LiEP)
The Language in Education Policy (LiEP) was introduced in South Africa in 1997
as part of our country’s democratic transition. Its purpose is to promote
multilingualism and ensure that all learners have access to quality education in a
language that best supports their learning. The LiEP encourages the use of
learners' home languages as a medium of instruction, particularly in the early years
of education, while also promoting proficiency in the official languages of South
Africa.
The policy emphasizes that the choice of LoLT should be made in a way that takes
into account the linguistic diversity of our learners, as well as their rights to learn in
a language that they understand. It allows schools and governing bodies to choose
the LoLT that is most appropriate for their learners, within the framework of
promoting multilingualism and supporting educational outcomes.
Challenges in Implementing the LiEP
While the LiEP provides a solid framework, implementing it in a diverse and
multilingual society like ours comes with challenges. One of the primary challenges
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