Trawling through language policy: practices and possibilities post-1994

Abstract

This paper sets out to review 14 years of developments in language policy and practice in South Africa under its new, democratic Constitution. The paper begins with an overview of language policy developments since 1994, with particular reference to the role of English, of indigenous African languages and the learner in the classroom. It examines how the language-in-education policy has been implemented in various contexts. There follows a discussion of possible ways forward. The central argument of this paper is that language is a fundamental instrument in learners' educational development and that the languages of instruction should facilitate effective educational development and not obstruct it.

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