1. INTRODUCTION

It is indeed an honour for me to announce a new language policy in education, which is in keeping with the values and principles of our Constitution. This policy has been the subject of discussions and debate with a wide range of education stakeholders and role-players and was further enriched by public comment following its publication, in the form of two documents, on 9 May 1997 (Government Notice No. 383, Vol.17, 1 997)

Two policies are announced herewith, namely, the LANGUAGE IN EDUCATION POLICY IN TERMS OF SECTION 3(4)(m) OF THE NATIONAL EDUCATION POLICY ACT, 1996 (ACT 27 OF 1996), and the NORMS AND STANDARDS REGARDING LANGUAGE POLICY PUBLISHED IN TERMS OF SECTION 6(1) OF THE SOUTH AFRICAN SCHOOLS ACT, 1996. While these two policies have different objectives, they complement each other and should at all times be read together rather than separately.

2 HISTORICAL CONTEXT.

The inherited language-in-education policy in South Africa has been fraught with tensions, contradictions and sensitivities, and underpinned by racial and linguistic discrimination. A number of these discriminatory policies have affected either the access of learners to the education system or their success within it. Our Constitution however recognises cultural diversity as a valuable national asset, and tasks the government, amongst other things, to promote multilingualism, the development of the official languages, and respect for all languages used in the country.

3. MULTILINGUALISM : LAYING THE FOUNDATIONS FOR A NEW NATION AND SOCIETY

The new language in education policy is therefore conceived of as an integral and necessary aspect of the new government's strategy of building a non-racial nation in South Africa. It is meant to facilitate communication across the barriers of colour, language and region, while at the same time creating an environment in which respect for languages other than one's own would be encouraged. This approach is in line with the fact that both societal and individual mutilingualism are the global norm today, especially on the African continent. As such, it assumes that the learning of two or more languages should be general practice and principle in our society. This would certainly counter any particularistic ethnic chauvinism or separatism through mutual understanding. Being multilingual should be a defining characteristic of being South African. You will notice that we have modified our view on multilingualism in the policy itself, where we describe multilingualism as the learning of more than one language rather than more than two languages. This position that multilingualism in South Africa should mean a learner offering more than two languages was strongly argued by significant constituencies, who argued further, that learners who offer English and or Afrikaans should be obliged to offer a historically disadvantaged language. We take the view that there should be no obligation in this regard, but that learners should be encouraged in this direction..

The underlying policy principle in our overarching language policy is to maintain home language(s) while providing access to and the eftective acquisition of additional language(s). Hence, the Department's position that an additive approach to bi- and multilingualism should be the normal orientation of our language-in-education policy.

Our policy rests upon the right of the learner to choose the language of learning and teaching However, this right must be exercised within the overall framework of the obligation on the education system to promote multilingualism. This paradigm also presupposes a more fluid relationship between languages and culture than is generally understood in the Eurocentric model which we have inherited in South Africa. It accepts a priori that there is no contradiction in a multicultural society between a core of common cultural traits, beliefs, practices, etc., and particular sectional or communal cultures. Incleed, the relationship between the two can and should be mutually reinforcing and if properly managed, should give rise to and sustain genuine respect for the variability of the communities that constitute our emerging nation.

4. LANGUAGE IN EDUCATION POLICY IN TERMS OF SECTION 3 (4) (m) OF THE NATIONAL EDUCATION POLICY ACT, 1996 (ACT 27 OF 1996)

Given these overall aims and language principles, let me only draw your attention to the fact that the requirements for offering languages as subjects and as language of learning and instruction, together with their promotion requrements relate to the current National Curriculum. These will be amended as the new National Curriculum is phased in over the next several years.

Let me now turn to the Norms and Standards Regarding Language Policy in terms of the South African Schools Act.

5: NORMS AND STANDARDS REGARDING LANGUAGE POLICY PUBLISHED IN TERMS OF SECTION 6(1) OF THE SOUTH AFRICAN SCHOOLS ACT (1996)

The aim of these norms and standards is the promotion, fulfilment and development of the state's overarching language goals in standards education in compliance with the Constitution. Clearly it is these norms and standards which I am announcing today which will offer solutions to the controversy which has raged during the past two school years over access, equity, redress, language, culture and reilgious rights. I want to thank all those who have participated in the discussions aimed at finding solutions to these matters. Those contributions have helped us construct what I believe is a reasonable way forward given the complexity of the issues that we have to confront, and given our responsibility to move our nation from its fractious past into a united future. Let me also note that since the interpretation and implementation of these provisions are likely to provoke controversy, I have taken the unusual decision to formally review this policy during 1999 in order for us to map progress made in this regard.

Let me highlight some aspects of the policy:

1. Learners must choose their language of learning and teaching upon application for admission to a particular school.
2. Where a school uses the language of learning and teaching chosen by the learner, and where there is a place available in the relevant grade, the school must admit the learner. There can therefore be no basis for refusing a learner access to a school should this provision be met by the learner.
3. However where no school offers the desired language, or where less than forty requests in grades 1 to 6 or less than thirty-five requests in grades 7 to 12 for instruction in a language in a given grade which is not already offered by a school, the head of the provincial department of education will determine how the needs of those learners will be met, taking into account the provisions of the Constitution, and in particular the need to achieve equity, to redress past discriminatory practices, and practicability.

You would have observed that we have thus defined reasonably practicable as the current national norms for school education as they apply to the provision of teachers. This does not absolve the provincial departments of education must providing education for learners where these norms are not yet. In my view, just as strongly should weigh the pursuit of equity, multi1ingualism and the redress of past language discrimination. In this regard, the provincial department of education must explore ways and means of sharing scarce human and other resources. They must also explore other ways and means of providing alternative language maintenance programmes in schools or school districts which cannot he provided with or offer additional languages of learning and teaching in the home language(s) of learners.

In so far as the practical pursuit of multilingualism is concerned, the policy recognises school governing bodies as the key partner in the pursuit of this goal. In this respect, the policy requires each school governing body to announce the school's language policy, and to state how it will promoted multilingualism through a variety of measures such as offering more than one language of learing and teaching, offering additional languages as fully-fledged subjects, the use of special immersion or language maintenance programmes, or any other means approved by the head of a provincial department of education.

The policy document also draws the attention of learners and governing bodies to an appeal, a review and an arbitration process, apart from stating the obvious, that is, the right to challenge any actions in regard to this policy in the Constitutional Court.

Lastly, I have requested the Department of Education to launch a national information campaign to back up the announcement of this new language policy, and to develop strategy and action plans with our partners in the Department of Arts, Culture, Science and Technology and the Pan South African Language Board to develop all languages in the pursuit of this new language policy especially those previously disadvantaged under apartheid.

FOR ANY FURTHER lNFORMATION PLEASE CONTACT LINCOLN MALI AT
012-3260126 OR 083-251-4044