Teacher training
Bilingual education can work in South Africa. Language experts tell us how. By and
more than one language to communicate. For example, children can be grouped according to their dominant languages when solving a maths problem or translating a poem. Or they can work in mixed language groups to produce multilingual science definitions.
The goal is to support deep learning in content subjects as well as to increase competence in all the languages used in
the classroom (including English).
Multilingual materials
A major challenge for learning in South Africa has been the lack of availability of materials in languages other than English and Afrikaans beyond Grade 3.
As with classroom methodology, there is a wide range of approaches to learning materials that can support bilingual or multilingual education. For example, bilingual textbooks have been successfully developed in Rwanda.
The same textbook can be available in more than one language. The two languages can be in parallel (all the text is available in two languages) in one textbook.
Or a more flexible approach can be used where different aspects of the text, such as glossaries, are available in different languages.
An example of this is iSayensi Yethu (Our Science), which has been developed in English and isiXhosa.
Subject-specific dictionaries can also be excellent learning resources, for example one developed at the University of Cape Town and one developed by the Human Sciences Research Council of South Africa.
Final school-leaving exams have been available only in English and Afrikaans, with the exception of the isiXhosa exam pilot in the Eastern Cape in 2020.
Bilingual assessments in English and an African language have been trialled and proven to be successful in the Western Cape and in Zimbabwe. Again, a diversity of approaches is preferable.
Successful implementation depends on preparing teachers for bilingual education.
The pioneering bilingual university teacher education programmes at the University of Fort Hare and Nelson Mandela University have begun this work, which can be expanded to other universities.
Practising teachers will need appropriate materials as well as an in-service education that builds on their existing bilingual practices.
Bilingual education is possible for all South Africa’s children. With a multipronged approach to implementation, bilingual models will contribute to the goal of decolonising the country’s schooling system.