<abstract xmlns="http://www.w3.org/1999/xhtml">
<p>Even though multilingual education has been in existence for a long time, the new era has brought another contestation around this educational substitute. Multilingual education which is often realized through multilingual language policy seems to be the best way to prepare future generations to participate in constructing democratic societies in and intercultural world. South Africa is no exception to this development. The language policy and governance in the schooling system of South Africa cannot be seen in isolation from that of the rest of the African continent and the world. This article disinters the extent to which the bodies responsible for the governing of schools in South Africa can formulate and implement language policies that serve the demographic language interest of societies that they serve. This article contextualizes the rights-based approach through fostering a deeper understanding of how different participants and role players in the education system can form the links between rights and participation with a view to bringing about change in language policy formulation and implementation in schools.</p>
</abstract>

Even though multilingual education has been in existence for a long time, the new era has brought another contestation around this educational substitute. Multilingual education which is often realized through multilingual language policy seems to be the best way to prepare future generations to participate in constructing democratic societies in and intercultural world. South Africa is no exception to this development. The language policy and governance in the schooling system of South Africa cannot be seen in isolation from that of the rest of the African continent and the world. This article disinters the extent to which the bodies responsible for the governing of schools in South Africa can formulate and implement language policies that serve the demographic language interest of societies that they serve. This article contextualizes the rights-based approach through fostering a deeper understanding of how different participants and role players in the education system can form the links between rights and participation with a view to bringing about change in language policy formulation and implementation in schools.

Focusing on education through multilingual language policy in South African schools

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Even though multilingual education has been in existence for a long time, the new era has brought another contestation around this educational substitute....

Focusing on education through multilingual language policy in South African schools

Publié en ligne: 02 févr. 2024

Pages: 58 - 66

DOI: https://doi.org/10.2478/jolace-2023-0027

Mots clés
governance, education, multilingual, language policy, rights-based approach

© 2023 Stanley Madonsela, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Focusing on education through multilingual language policy in South African schools

Publié en ligne: 02 févr. 2024

Pages: 58 - 66

DOI: https://doi.org/10.2478/jolace-2023-0027

Mots clésgovernance, education, multilingual, language policy, rights-based approach

© 2023 Stanley Madonsela, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
governance, education, multilingual, language policy, rights-based approach