Abstract:
The major problem dealt with in this study is the lack of or inadequate implementation of
multilingualism in schools, especially in the FET band schools of Polokwane Area. The
interpretation of the concept of multilingualism, in the Language Policy, is rather selfcontradictory
and seems to be the root cause of the problem. The fact that two languages
are prescribed as a requirement for exit at Grade 12, does not effectively and practically
address the issue of multilingualism given the South African context of eleven official
languages.
The fact that each learner is free to receive education in the language of his/her choice
remains shallow and not prone to implementation. The chief Language of Learning and
Teaching in South Africa remains English and, to a lesser extent, Afrikaans. This is
largely so because of reasons that have been advanced and which far much outweighs the
belief that African languages can be developed to the same level as English and
Afrikaans. Much as Afrikaans is not international, African languages would be equally
used to access local knowledge and education, which could later be translated into
English for international consumption.
The study attempts to make proposals to address the implementation of multilingualism
in schools so that all South African languages could be equitably and functionally
represented in the country’s language policy.
It is hoped that the quality of education could be enhanced by the learning and teaching in
more than two languages to afford a wide range of conceptualisation, interpretation,
clarity and understanding in learners who have to offer a variety of learning areas largely
in English.
