Abstract
D.Litt. et Phil.
This study proposes that there has been and will be a need for Afrikaans Foreign
Language (Third Language) as a subject in South African schools. Multilingual
proposals and models for school education advocate the inclusion of three
language subjects. It can be argued that a logical choice would be an African
language, English and Afrikaans.
The study is done from different perspectives: Following a general introduction, a
broad, conceptual framework for language planning lays the basis for the study.
A comparative analysis is made where a parallel is drawn between language
planning in general and education in South Africa and other post-colonial
countries. The analysis concludes that past practices continue to influence
current policies and planning.
The history of language planning in South Africa, with specific reference to
Afrikaans, is traced from 1652 to the present. It becomes apparent that the
linguisistic practices which were followed in the past directly influence current
planning.
An analysis is made of the position of Afrikaans and other languages in South
Africa using empirical data obtained from the SABC, HSRC, AMPS and the
Department of Education.
It is noted that no extensive language study has been done since the change in
government in 1994 and that the current position is therefore difficult to
determine.
Current proposals and models for language policy in education are discussed in
detail. It becomes apparent that the multilingual nature of our society will have to
be reflected in a language policy for education and that three language subjects
should be promoted and may, in time, become the norm.
The very specific problems of Foreign Language Teaching is addressed in the
penultimate chapter. It is acknowledged that there are differences between
Second Language Acquisition and Foreign Language Learning and that these
differences call for other strategies in teaching.
It is proposed in the study that recent democratic planning has leveled the
playing fields in education. Every child's basic linguistic rights are
acknowledged and guaranteed. Although Afrikaans and English have lost their
privileged position, they can be promoted by cultural organisations or
institutions.
Finally it is suggested that language is a commodity, analogous to other
marketable products.