The IIAL Draft Policy provided a multifaceted approach to learning additional languages. It explains language as its own subject; be it HL or FAL. The IIAL provides a framework of programme requirements for HL and two additional languages at FAL level (DBE, 2013). The IIAL allocates instructional t...
In partial fulfilment
of the requirements in Post Graduate Certificate in Education (Foundation Phase)
(PGCE FP)
At
Cornerstone Institute
____________________________________________
By
LM. Jaffe
38483
7 March 2019
, The Incremental Introduction of African Languages (IIAL) draft policy was implemented
in South African Schools in 2015. The IIAL was developed to address the ongoing
problem of previously marginalized African Languages in South Africa (DBE, 2013). I
agree with this act on the basis that during the apartheid regime, with specific focus on
education, many South African learners were not given the opportunity to learn any of
the eleven official African Languages as a First Additional Language (FAL) or a Home
Language (HL) making it rather difficult for them to reach their academic and language
potential.
The aim of the IIAL Draft Policy of 2015 was developed to promote the use of African
Languages in South African schooling systems to improve learning outcomes for
diverse students at a First Additional Language (FAL) level (DBE, 2013). As South
Africa is considered a multilingual country with eleven official languages I agree with
the IIAL that there is a strong need for the promotion of social cohesion amongst
diverse cultures, rather than segregation and individual cultural development. The IIAL
aims to raise parent’s confidence as their children are given the opportunity to learn
the language of their culture (DBE, 2013).
The IIAL Draft Policy provided a multifaceted approach to learning additional
languages. It explains language as its own subject; be it HL or FAL. The IIAL provides
a framework of programme requirements for HL and two additional languages at FAL
level (DBE, 2013). The IIAL allocates instructional time between 23-25 hours for
Foundation Phase learners in Grade 1 – Grade 3 (DBE, 2013).
The language of Learning and Teaching (LoLT) in most schools in South Africa is
English. Many learners may come to school only speaking their HL. HL sets the
foundation for learners to learn an additional language. Luckily, learners effectively
acquire their second language with the skills they learnt when acquiring their HL and
therefore develop a state of additive bilingualism (Joubert et al., 2015, Ch10). In
Foundation Phase, it is recommended that learners receive instructions in their home
language and their HL should be used in addition to learning an additional language
(Joubert et al., 2015, pg323). Demographically, schools will select their choice of LoLT
based on the majority of their geographic location (DBE, 2013).
There are many legislative frameworks that were considered in the development of the
IIAL Draft Policy. As it states in the South African Constitution of 1996, educational
institutions should protect African languages. (Joubert et al., 2015, ch1). South
Africans have the right to receive education in any of the eleven official languages if
English is not their HL and they would prefer to be instructed in their HL (DBE, 2013).
The Language in Education Policy (LiEP) of 1997 states that all parents have the right
to register their child in any school they choose and they also have the right to choose
their LoLT, as mentioned above. This raises the parents’ confidence in that their
children will develop their language skills in both FAL and HL (Joubert et al., 2015,
pg296).
The Bill of Rights, entrenched in The South African Constitution, agrees with the
National Education Policy (NEP) Act of 1996 and states that all individuals in South
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