An evaluation of the implementation of the new Language-in-Education Policy (LiEP) in selected secondary schools of Limpopo Province

Abstract

Language policy implementation evaluation constitutes an important component of language planning. The implementation of any language policy needs to be preceded or accompanied by an evaluation of the contextual factors, that is, factors that have to do with a broad range of physical and discursive complexity. The evaluation of contextual factors is important as'all language planning activities take place in particular sociolinguistic settings, and the nature and scope of the planning can only be fully understood in relation to the setting' (Ferguson 1977, 9). It is the argument of this article that the implementation of the new LiEP in Limpopo Province should be preceded or accompanied by a concurrent evaluation of contextual factors, with a view to establishing a'fit' between the representation of the policy and the linguistic reality of the province. The article is based on the findings of the study of contextual factors carried out on selected schools in the Polokwane Circuit of Limpopo Province, with a view to evaluating the implementation of the new LiEP. The findings of the study clearly show that the province has complex sociolinguistic settings that have serious implications for the implementation of LiEP.

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