ENG2601 - Applied English Language Studies: Further Explorations (ENG2601)
Établissement
University Of South Africa (Unisa)
TEXT B: Policy options to crack the mother tongue versus English riddle in South African schools
Author: Nompumelelo Mohohlwane
Published: July 26, 2020, 11.52am SAST
Question 1: Write a well-structured essay of words in which you discuss Text B in relation to its purpose, diction, and styl...
ENG2601 - Applied English Language Studies: Further Explorations (ENG2601)
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ENG2601 ASSIGNMENT 2
- 2023
UNIQUE NUMBER:
DUE DATE:
,ASSIGNMENT: 02
TEXT B: Policy options to crack the mother tongue versus English riddle in South African
schools
Author: Nompumelelo Mohohlwane
Published: July 26, 2020, 11.52 a.m. SAST
QUESTION 1: Write a well-structured essay of 1000-1200 words in which you discuss Text
B in relation to its purpose, diction, and style.
1
, Analyzing the Purpose, Diction, and Style of "Policy Options to Crack the Mother Tongue
Versus English Riddle in South African Schools"
Introduction:
The contentious topic of language education in South African schools is analyzed in the
article "Policy options to crack the mother tongue versus English riddle in South African
schools" by Nompumelelo Mohohlwane. Mohohlwane seeks to address the on-going debate
on utilizing mother-tongue instruction versus English instruction in schools and provides
insight into the complexities surrounding this issue.
Purpose:
The purpose of Mohohlwane's article is to explore the language debate in South African
schools and provide practical policy options to address the complexity of utilizing mother-
tongue instruction along with English instruction in schools. Mohohlwane explains the
challenges involved in introducing mother tongue instruction, stating that it is not merely a
matter of promoting multilingualism or recognizing the resilience of native languages.
Mohohlwane uses evidence-based research to illustrate that implementing mother tongue
instruction in schools must be done in parallel with the development of curricula and
teacher training programs that take into account local cultural values and perceptions.
Accordingly, this article's purpose is to provide policymakers with a more nuanced approach
for developing bilingual language education policies in schools.
Additionally, Mohohlwane supports this standpoint by presenting evidence from various
African countries, highlighting the benefits of commencing schooling in the child's primary
language. The author also emphasizes the inconsistency between the Language in Education
Policy and its implementation, calling for alignment between policy and practice.
For example, the author states that: "Internationally, education theory favors mother-
tongue instruction and recommends that schooling should begin in the language the child
knows best, often their mother tongue."
2
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