南非教育语言政策规划的利益相关者动员

R. Moyo
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引用次数: 0

摘要

在南非,教学和学习的语言障碍仍然存在。目前的研究分析了利益相关者参与南非教育系统语言政策规划的程度,以开发利益相关者动员教育语言政策规划的概念模型。根据文献,这表明在基础教育和高等教育部门的教学语言政策规划中,利益相关者咨询不足。在这个有问题的题目中,查阅的资料来源包括语文政策文件、数据库、报纸和期刊,以了解过去十年的最新发展、对变革和政策变化的认识。一个重要的发现是利益相关者咨询不足。文学中一个值得注意的论点是,学生既不精通第二语言,也不精通母语。然而,主要障碍包括对土著语言的消极态度,英语和土著语言之间缺乏对等的词汇,语言专业知识不足,以及政策的系统化和执行。因此,开发了一个动员利益相关者进行语言政策规划的概念模型,旨在影响对教学语言的积极态度。
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Stakeholder Mobilisation for Language Policy Planning in South African Education
Language barriers to teaching and learning in South Africa persist. The current study analyses the extent to which stakeholders have been involved in policy planning of language in South African Education system to develop a conceptual model of stakeholder mobilisation for language policy planning in education. This is in the light of literature, indicating inadequate stakeholder consultation in the planning of language policy for teaching and learning in both the basic and higher education sectors. Sources consulted in this problematic subject include language policy documents, databases, newspapers and journals to find the latest developments for the past 10 years, cognisance of transformations and policy changes. One significant finding is inadequate stakeholder consultation. One notable argument in literature is that students are neither proficient in the second language nor in their mother languages. However, major barriers to proficiency include negative attitude towards indigenous languages, a lack of equivalence of lexicon between English and indigenous languages, inadequate expertise in languages, as well as systematisation and implementation of policy. A conceptual model of stakeholder mobilisation for language policy planning that seeks to influence positive attitudes towards languages of teaching and learning is thus developed.
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