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Journal articles on the topic 'Multilingualism – Research – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Peirce, Bonny Norton, and Stanley G. M. Ridge. "Multilingualism in Southern Africa." Annual Review of Applied Linguistics 17 (March 1997): 170–90. http://dx.doi.org/10.1017/s0267190500003330.

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In his keynote address to the 1994 conference of the Southern African Association of Applied Linguistics, Adegbija (1994a) identified three problems faced by applied linguists in the African multilingual context. First, apart from the vibrant work in South Africa, there is very little focus on applied linguistic research in Africa, and what there is tends to focus on the ex-colonial languages rather than the indigenous languages. Second, applied linguists in African countries other than South Africa tend to have very limited research facilities. In some cases, teachers struggle to acquire the most basic resources such as typewriters and stationery. Third, political, social, and economic instability in many parts of Africa seriously undermines the work of applied linguists: A program of work begun in one political era can be summarily cut off in another.

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2

Wildsmith-Cromarty, Rosemary. "AILA Africa Research Network Launch 2007: Research into the use of the African languages for academic purposes." Language Teaching 42, no. 1 (2009): 131–34. http://dx.doi.org/10.1017/s0261444808005454.

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The aim of the one-day symposium was to bring together scholars in applied linguistics with an interest in the African languages for the launch of the new AILA Africa regional network. Contributions were in the form of invited research papers from several African countries. This report focuses on the South African contribution, which highlighted current research into the use and development of the African languages for academic purposes in response to the South African National Language Education Policy (South Africa, DoE 2002) with its focus on the development of multilingualism in the country.

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3

Verhoef, M. "Funksionele meertaligheid in Suid-Afrika: 'n onbereikbare ideaal?" Literator 19, no. 1 (1998): 35–50. http://dx.doi.org/10.4102/lit.v19i1.511.

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Functional multilingualism in South Africa: an unattainable ideal? Although much has been done on an official level to establish true multilingualism in South Africa, a tendency towards English monolingualism seems to exist in the country. The aim of this article is to describe the official stipulations in pursuit of multilingualism, as they appear in the Constitution (Act 108 of 1996), the School Act (Act 84 of 1996) and the final report of Langtag. In addition to the present demands, the article also responds to previous demands for multilingualism in the South African context, particularly as stated in the Bantu Education Act of 1953. It is argued that, because of the negative connotations associated with mother-tongue instruction in the past, contemporary mother-tongue instruction will also be contaminated. Apart from the theoretical investigation into multilingualism, the article reports on empirical research that has been done in this regard in the North West Province where the attitudes and perceptions of the school population towards the regional languages were measured. Although the subjects reacted positively to the official status granted to several South African languages, they expressed a preference for English as working language because of the access it gives to personal, economic and social development and empowerment. The article concludes with brief recommendations regarding language planning opportunities that derive from this situation.

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Setati, Mamokgethi, Nancy Chitera, and Anthony Essien. "Research on multilingualism in mathematics education in South Africa: 2000–2007." African Journal of Research in Mathematics, Science and Technology Education 13, sup1 (2009): 65–80. http://dx.doi.org/10.1080/10288457.2009.10740662.

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5

Heugh, Kathleen. "Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections." Annual Review of Applied Linguistics 33 (March 2013): 215–37. http://dx.doi.org/10.1017/s0267190513000135.

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Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. Research that focuses on the linguistic practices of students in urban settings suggests that there is a disjuncture between the construction of multilingualism within contemporary education policy and the multilingual reality of students (e.g., Heugh, 2003; Makoni, 2003; Makoni & Pennycook, 2012; Plüddemann, 2013; Probyn, 2009; Stroud & Heugh, 2011). There is also a disjunction between constitutional and other government policies that advance, on paper, a multilingual policy, yet are implemented through an assimilatory drive towards English (Alexander & Heugh, 1999). As predicted nearly two decades ago, the ideological framing of multilingualism during the negotiations in the early 1990s was to have consequences for the way in which language policy would unfold in the education sector over the next 20 to 30 years (Heugh, 1995, 1999). While poor student achievement in school may be ascribed to a range of socioeconomic indicators, this article draws attention to contributory factors that relate to language(s) in education. These include different constructions of multilingualism in education in relation to sociolinguistic and educational linguistic considerations, contradictory interpretations of multilingual education in a series of education policy documents, pedagogical weaknesses, and recent attempts to strengthen the provision of African languages education alongside English in the first 10 years of school (Grades R and 0–9; e.g., Department of Basic Education (DBE), 2013a, 2013b).

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Stroud, Christopher. "The Centre for Multilingualism and Diversities Research at the University of the Western Cape, South Africa." Multilingual Margins: A journal of multilingualism from the periphery 1, no. 1 (2018): 90. http://dx.doi.org/10.14426/mm.v1i1.25.

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There is an urgency in theorising howdiversity is negotiated, communicated,and disputed as a matter of everydayordinariness that is compounded by theclear linkages between diversity, transformation,voice, agency, poverty andhealth. The way in which difference iscategorised, semiotised and reconfiguredin multiple languages across quotidianencounters and in public and media forumsis a central dynamic in how povertyand disadvantage are distributed and reproducedacross social and racial categorisations.In the South African context,finding ways of productively harnessingdiversity in the building of a better societymust be a priority.

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M. Milani, Tommaso, Quentin Williams, and Christopher Stroud. "Space/place matters." Multilingual Margins: A journal of multilingualism from the periphery 4, no. 1 (2018): 2–6. http://dx.doi.org/10.14426/mm.v4i1.48.

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This special issue of Multilingual Margins on the theme of “Space/place matters” has its origin in a doctoral summer school organised in December 2016 by the Department of Linguistics and the Centre for Multilingualism and Diversities Research at the University of the Western Cape as part of a collaboration with the University of Oslo and three other South African universities – Stellenbosch University, University of Cape Town and University of the Witwatersrand – and financed by Research Council of Norway’s programme International Partnerships for Excellent Education, Research and Innovation (INTPART). Doctoral students based in Norway and South Africa attended the summer school, presented their research projects, and were encouraged to submit an article to Multilingual Margins. This was with a view to training budding scholars to deal with the peer-review process of academic publishing. This special issue is the material outcome of this process and includes three articles that have a common interest in unpicking the complex relationship between language and space/place.

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8

Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.

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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.

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9

Pérez-Sabater, Carmen, and Ginette Maguelouk-Moffo. "Online Multilingualism in African Written Conversations." Studies in African Linguistics 49, no. 1 (2020): 141–59. http://dx.doi.org/10.32473/sal.v49i1.122272.

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The objective of this research is to analyse current written practices within the global South. Specifically, we examine language mixing phenomena in written online texts publicly displayed on the official Facebook page of one of the two most important football players in the history of Cameroon, Samuel Eto’o. By means of a quantitative and languaging analysis proposed by Androutsopoulos (2014), we see that indigenous Cameroonian languages are now being written in public spaces. Instances of lexical items in these languages are sometimes inserted in Facebook comments to establish local/national identity, to emphasise the fact that the player is a Cameroonian. However, Cameroonian national identity still is usually constructed through the exclusive use of English and French. Interestingly, the study shows that code-switching (CS) to a particular language may function as a distancing technique, an impoliteness strategy towards the player.

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10

Aprilanita, Rahmawati. "Adult Learner Multilingualism and Contributing and Hindering Factors in Acquiring Languages." International Journal of English Language Teaching 5, no. 1 (2018): 29. http://dx.doi.org/10.5430/ijelt.v5n1p29.

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This study focuses on multilingualism of adult learner who is learning English and Indonesia in Indonesia whichEnglish as its foreign language. The aim was to explore the factors that enables him to acquire languages in certaincontext or social environment. An adult male student (29 years old) from Comoro, South Africa was chosen for thesubject of the study. Experiences from the subject as the participant of the research are discussed, drawing on criticaltheory to understand emerging phenomena such as plasticity, Krashen’s five second language acquisition hypothesisand linguistics. The paper findings conclude that several factors such as motivations, plasticity, input, first language,agency, and age have been contributed most to the development of languages acquisition of the subject.

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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

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12

Pun, Min. "Global and Local Perspectives on the Preservation of Linguistic Diversity: A Nepali Experience." JODEM: Journal of Language and Literature 11, no. 1 (2020): 82–94. http://dx.doi.org/10.3126/jodem.v11i1.34810.

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This paper deals with the past studies about preserving and promoting linguistic diversity with special reference to indigenous languages of the world in general and of Nepal in particular. It is broadly divided into two major categories viz. global perspectives on linguistic diversity issues and local perspectives on linguistic diversity issues. The global perspectives section is related to conceptualizing the global trends of preserving and promoting linguistic diversity in different regions of the globe. For instance, past studies conducted on indigenous languages of Europe, South Asia (including Sri Lanka, Pakistan and India), Latin America, North America, Africa, and Malaysia were reviewed to identify the research gap for this study. The local perspectives section is related to conceptualizing the Nepali trends of preserving and promoting linguistic diversity in Nepal. Similarly, empirical studies were reviewed into four aspects such as a) linguistic diversity and multilingualism, b) endangerment of indigenous languages, c) bilingual and multilingual education, and d) mother tongue literacy. Based on these observations, this paper has been developed to identify the global and local perspectives on the preservation of linguistic diversity, using a Nepali experience.

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13

Reagan, Timothy. "Multilingualism in South Africa." Language Problems and Language Planning 28, no. 2 (2004): 107–11. http://dx.doi.org/10.1075/lplp.28.2.01rea.

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14

KAMWANGAMALU, NKONKO M. "Preface: Multilingualism in South Africa." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 17, no. 2-3 (1998): 119–24. http://dx.doi.org/10.1515/mult.1998.17.2-3.119.

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15

VERHOEF, MARLENE. "In pursuit of multilingualism in South Africa." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 17, no. 2-3 (1998): 181–96. http://dx.doi.org/10.1515/mult.1998.17.2-3.181.

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16

Webb, Vic. "Multilingualism in South Africa: The challenge to below." Language Matters 40, no. 2 (2009): 190–204. http://dx.doi.org/10.1080/10228190903188591.

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17

Kishindo, Pascal J. "Multilingualism in education and communities in south Africa." Language Matters 41, no. 1 (2010): 148–53. http://dx.doi.org/10.1080/10228195.2010.495495.

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18

Pluddemann, Peter. "Multilingualism and education in South Africa: one year on." International Journal of Educational Research 31, no. 4 (1999): 327–40. http://dx.doi.org/10.1016/s0883-0355(99)00010-5.

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19

Kamwangamalu, Nkonko M. "Multilingualism and Education Policy in Post-Apartheid South Africa." Language Problems and Language Planning 21, no. 3 (1997): 234–53. http://dx.doi.org/10.1075/lplp.21.3.03kam.

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MU CIKOSO Miakulu ne Politike wa Tulasa kunyima kwa apateide mu Afrike wa Kwinshi Afrike wa Kwinshi pakadipikulaye ku bupika bwa apateide mu 1994, lukonko lunene luvwa pa moyo wa bamfumu ba ditunga luvwa lwa ne ncini civwabo ne bwa kwenza ne miakulu ya batoke bavwa bakwata ditunga ku bupika, Angele ne Afrikanse. Mu dibeji edi ndi ngakula bwa politike udi bamfumu ba ditunga benza bwa kwandamuna lukonko elu, ne nangananga politike wa kulongesha bana mu miakulu ya bankambwa. Ne ndeja ne bwa politike eu kupatula bipeta bimpe, bidi bikengela ne bamfumu ba ditunga bakudimuna cimfwani cibi civwa batoke bapeshe miakulu ya bankambwa mu matuku a bupika bwa apateide. Cianana baledi kabakwitaba bwa ne bana babo balongeshibwa mu miakulu eyi to. Ne ndeja mushindu udi bamfumu ba ditunga mwa kukudimuna cimfwani cibi cia miakulu eyi kabiyi bikengela kupepeja Angele ani Afrikanse. RESUMO Multlingvismo kaj eduka politiko en postapartisma Sudafriko Kiam Sudafriko liberigis sin el rasapartismo en aprilo 1994, unu el la tuj frontendaj problemoj estis decidi la sorton de la du lingvoj, angla kaj afrikansa, kiujn ĝi heredis el antaŭaj registaroj -la koloniaj kaj la apartismaj. La nuna referaĵo rekte esploras la respondon de Sudafriko al tiu ĉi problemo, nome la lastatempe akceptitan politikon de dek unu oficialaj lingvoj. Ĝi aparte fokusigas je la nuna debato pri edukado en la gepatra lingvo kontraŭ edukado en fremda lingvo, la angla aŭ la afrikansa. La aŭtoro argumentas ke, por ke la nova eduka politiko atingu sian celon, nome la apogon de edukado en la gepatra lingvo, necesos forigi la hontosignojn ligitajn al edukado en la gepatra lingvo dum la epoko de apartismo. La aŭtoro donas sugestojn pri kiel atingi tion sen subfosi la rolon kaj gravecon de la angla kaj la afrikansa en la klopodoj de la lando konstrui novaj kaj li egalecan nacion.

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20

van Niekerk, Marinus. "The Tempestin South Africa: Multilingualism and our profit on't." English Academy Review 23, no. 1 (2006): 114–21. http://dx.doi.org/10.1080/10131750608540429.

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21

Reagan, Timothy. "Review of Kamwangamalu (1998): Aspects of Multilingualism in South Africa." Language Problems and Language Planning 23, no. 1 (1999): 86–91. http://dx.doi.org/10.1075/lplp.23.1.08kam.

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22

Webb, Vic. "Managing multilingualism in higher education in post-1994 South Africa." Language Matters 43, no. 2 (2012): 202–20. http://dx.doi.org/10.1080/10228195.2011.618508.

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23

Mphasha, Lekau Eleazar. "Language Identity and the Development of Multilingualism in South Africa." Journal of Sociology and Social Anthropology 7, no. 1 (2016): 27–34. http://dx.doi.org/10.1080/09766634.2016.11885699.

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24

Stroud, Christopher, and Quentin E. Williams. "Multilingualism as utopia." AILA Review 30 (December 31, 2017): 167–88. http://dx.doi.org/10.1075/aila.00008.str.

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The challenge of contemporary South Africa is that of building a (post)nation of postracial equity in a fragmented world of a globalized ethical, economic and ecological meltdown. In this paper, we seek to explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. We suggest that multilingualism is understood in terms of how encounters across difference are mediated and structured linguistically offer a space for interrupting colonial relationships. Furthermore, we argue that multilingualism should be approached as a site where colonial power dynamics of languages and speakers are troubled, and where the potential for new empowering linguistic mediations of the mutualities of our common humanity with different others are worked out.

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25

Webb, Vic. "Multilingualism in democratic South Africa: the over-estimation of language policy." International Journal of Educational Development 19, no. 4-5 (1999): 351–66. http://dx.doi.org/10.1016/s0738-0593(99)00033-4.

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26

Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country.

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Madiba, Mbulungeni. "Multilingualism and Nation-building in the “New” South Africa: Problems and Issues." Language Matters 30, no. 1 (1999): 59–81. http://dx.doi.org/10.1080/10228199908566145.

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Neeta, Nande C. K. "Multilingualism in Higher Education versus Facilitators’ Professional Language Competencies in South Africa." International Journal of Educational Sciences 7, no. 2 (2014): 385–89. http://dx.doi.org/10.1080/09751122.2014.11890201.

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29

Mishina, Ushuple Lucy. "The tension of unity and conflict in multilingualism." International Journal of Humanities and Innovation (IJHI) 3, no. 1 (2020): 7–10. http://dx.doi.org/10.33750/ijhi.v3i1.64.

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In our modern world, multilingualism is a common phenomenon. By broad definition, the term ‘multilingualism’ is the use of two or more languages, either by a person or by a group of speakers. Though there have appeared debates and countless studies along with the dominance of multilingualism in any given society. It is often agreed upon by many scholars that multilingualism can be both a problem and a resource. This research paper aims at illuminating the tension of unity and conflict in multilingualism and linguistic diversity. In doing so, this research focuses on multilingualism in Africa and possible implication for unity and conflict within the continent. This paper discovers that multilingualism can cause a crisis of identity, language loss, the death of a language. It can lead to violence and ethnic clashes. In some cases, it can help foster unity in a country.

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Stuurman, Mariam. "Research Translation in South Africa." Science & Technology Libraries 23, no. 2-3 (2002): 145–50. http://dx.doi.org/10.1300/j122v23n02_18.

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31

Firer, Colin, and Merle Sandler. "Finance Research in South Africa." Investment Analysts Journal 23, no. 39 (1994): 25–44. http://dx.doi.org/10.1080/10293523.1994.11082331.

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Ellis, G. F. R. "Applied Research in South Africa." Science 269, no. 5221 (1995): 149. http://dx.doi.org/10.1126/science.269.5221.149.

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Mashiyi, Nomakhaya. "Towards Promoting a Responsive and Inclusive Tertiary Education System in South Africa through Multilingualism." International Journal of Educational Sciences 6, no. 1 (2014): 1–9. http://dx.doi.org/10.1080/09751122.2014.11890111.

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PRABHAKARAN, VARIJAKSHI. "Multilingualism and language shift in South Africa: The case of Telugu, an Indian language." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 17, no. 2-3 (1998): 297–320. http://dx.doi.org/10.1515/mult.1998.17.2-3.297.

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35

Antia, Bassey E. "University multilingualism: a critical narrative from the University of the Western Cape, South Africa." Journal of Multilingual and Multicultural Development 36, no. 6 (2014): 571–86. http://dx.doi.org/10.1080/01434632.2014.978870.

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Balfour, Robert J. "University language policies, internationalism, multilingualism, and language development in South Africa and the UK." Cambridge Journal of Education 37, no. 1 (2007): 35–49. http://dx.doi.org/10.1080/03057640601178998.

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Johannes Alexander Lourens, Cornelus. "Ideology Versus Multilingualism in South Africa: Should National Legislation Be Published in All Official Languages?" Linguistics and Literature Studies 5, no. 1 (2017): 23–35. http://dx.doi.org/10.13189/lls.2017.050102.

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38

Graham, Ross, Caroline McGlynn, and Annette Islei. "Language in education in sub-Saharan Africa: Language in Africa Special Interest Group (BAAL)." Language Teaching 48, no. 3 (2015): 426–30. http://dx.doi.org/10.1017/s0261444815000178.

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The Language in Africa Special Interest Group (LiASIG) of the British Association for Applied Linguistics (BAAL) is a forum for applied linguistic research in Africa, and invites studies with both a micro and a macro focus. Researchers are concerned with how political, social and educational contexts affect the valuation and use of languages in Africa where multilingualism is the norm. Papers are presented at the SIG annual meeting and in the LiA track at BAAL conferences. The present review covers papers presented between 2012 and 2014 that focus on the interplay of policy and practice, particularly in education.

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Spottiswoode, B. S., and P. D. Carey. "Advancing neuroimaging research in South Africa." South African Journal of Radiology 12, no. 4 (2008): 82. http://dx.doi.org/10.4102/sajr.v12i4.548.

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40

Ndimande, Bekisizwe S. "Decolonizing Research in Postapartheid South Africa." Qualitative Inquiry 18, no. 3 (2012): 215–26. http://dx.doi.org/10.1177/1077800411431557.

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This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The author discusses the politics of qualitative research design and methodology along two primary dimensions: decolonizing research and the importance of Indigenous languages in research. First, the author argues that the language used in qualitative interviews should be situated within the larger sociocultural context of the inquiry in order to affirm and reinforce cultural identities of research participants, not just of the researcher. Second, the author contends that decolonizing approaches in research interrupt and interrogate colonial tendencies at multiple levels, thereby challenging traditional ways of conducting qualitative research. Following on Smith, and Mutua and Swadener, and Denzin, Lincoln, and Smith, and others, the author argues that decolonizing approaches and culturally affirming linguistic choices in research have the potential to return marginalized epistemologies to the center.

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41

Walker, Alexander R. P. "Seven Research Projects for South Africa." Journal of the Royal Society of Medicine 90, no. 7 (1997): 361–63. http://dx.doi.org/10.1177/014107689709000701.

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42

TERBLANCHE, JOHN. "Hepatology, education and research: South Africa." Journal of Gastroenterology and Hepatology 9, no. 6 (1994): 643–45. http://dx.doi.org/10.1111/j.1440-1746.1994.tb01577.x.

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43

Lecour, Sandrine, and Joost P. G. Sluijter. "European and South Africa research collaboration." European Heart Journal 38, no. 13 (2017): 930–31. http://dx.doi.org/10.1093/eurheartj/ehx092.

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44

Ramjee, Gita. "HIV-prevention research in South Africa." Future HIV Therapy 2, no. 1 (2008): 17–19. http://dx.doi.org/10.2217/17469600.2.1.17.

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Alexander, Peter, Lauren Basson, and Prudence Makhura. "Sociology research in contemporary South Africa." South African Review of Sociology 37, no. 2 (2006): 218–40. http://dx.doi.org/10.1080/21528586.2006.10419156.

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Glasser, D. "Chemical Engineering research in South Africa." Chemical Engineering Journal and the Biochemical Engineering Journal 54, no. 3 (1994): ix. http://dx.doi.org/10.1016/0923-0467(94)80002-2.

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Kerfoot, Caroline, and Anne-Marie Simon-Vandenbergen. "Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa." Language and Education 29, no. 3 (2014): 177–85. http://dx.doi.org/10.1080/09500782.2014.994522.

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Coetzee-Van Rooy, Susan. "Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa." Journal of Multilingual and Multicultural Development 35, no. 2 (2013): 121–38. http://dx.doi.org/10.1080/01434632.2013.818678.

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Paulston, Christina Bratt. "Dennis Ager, Motivation in language planning and language policy. Clevedon, England: Multilingual Matters, 2001. Pp. vi, 210. Pb. $24.95; Kas Deprez & Theo du Plessis, eds., Multilingualism and government: Belgium, Luxembourg, Switzerland, former Yugoslavia, South Africa. (Studies in language policy in South Africa.) Pretoria: Van Schaik, 2000. Pp. xii, 179." Language in Society 31, no. 5 (2002): 790–96. http://dx.doi.org/10.1017/s0047404502255050.

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Abstract:

The two books under review, Motivation in language planning and language policy (MLPP) and Multilingualism and government (M&G), are both about language policy, at least at one level, and both are, or claim to be, based on case studies. That is the end of any similarity between them.

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Reagan, Timothy. "The promotion of linguistic diversity in multilingual settings." Language Problems and Language Planning 25, no. 1 (2001): 51–72. http://dx.doi.org/10.1075/lplp.25.1.04rea.

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The South African case raises a number of important issues of concern for those interested in language policy and language planning: issues of multilingualism, linguistic diversity, linguistic integration, linguistic equity, and language rights. South Africa is fascinating for those interested in matters of language because it is characterized by elements of both the ‘developed’ and the ‘developing’ worlds, and thus, to some extent, provides us with a microcosm of the broader international issues related to language. In the years since the 1994 election, South Africa has begun seriously and thoughtfully to address many of the challenges related to language and language policy that will face virtually all societies in the next century. Its experiences in this regard are both telling and significant, and have far broader implications for other societies. This article provides a brief discussion of the historical use of language policy and language planning in the South African context, and explores recent developments in South Africa with respect to language policy. Finally, it identifies and discusses possible lessons for efforts to promote linguistic diversity in multilingual settings.

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