Abstract
M.A.
Rightly or wrongly, the need to promote multilingualism in South Africa poses no immediate threat to the dominance of English. While the language has the power to confer material and other benefits, its dominant role in the public domain can result in the marginalisation of those not proficient in its use.
Alienation breeds resentment and resistance. Promoting accuracy in the use of English is therefore a sensitive issue, and requires justification from a sociolinguistic perspective.
The emergence of non-standard varieties of English in South Africa brings with it pedagogical choice. On the basis of a survey of relevant literature in the field of sociolinguistics, the writer suggests that a broadly defined and internationally accepted Standard South African English should be retained as the pedagogical target in formal education, and that the opportunity to develop competence in its use should be extended to all South Africans. While working towards the parity of languages and dialects is clearly in the interests of inclusivity - and worthy of support outside the classroom - targeting varieties of English other than the standard in the classroom might not be in the best
interests of the learner.
Extending and raising the level of proficiency in English nation-wide is an intimidating task. Much will depend on the resources invested, and on the pedagogical approach adopted in the teaching of English. In these circumstances there is a need to find ways to promote accuracy (as a sociolinguistically important aspect of proficiency in English) which are, as far as possible, compatible with linguistic and cultural diversity. The study
therefore includes a selective survey of literature in the field of psycholinguistics, and tentatively endorses a range of form-focused methodological options relating to the treatment of error which are compatible with a bidialectal approach towards language teaching.