Aplicaciones de los modelos inversos en el ámbito nacional

Besides the academic and professional training that teachers have received,

it is still desirable that teachers should become the instruments, the language

transformer of the printed word, giving out the sounds, and tones which a

same word. It is one of the characteristic features of isiXhosa that different

inflections indicate different meanings of one selfsame word.

The other aspect is that language –in- education policies need to be suited to

the socio-economic environments of the learners. Whites do not bother about

African languages because the language in education policy, and the poor

resources and curriculum allow them to ignore them. Blacks are abandoning

their languages because the language –in- education policy gives them little

alternative. The winner by default is English.

Because of South Africa’s linguistic diversity and its democratic

constitution, the issue of minority language rights and language in education

are particularly important, and as Dow (1987:5-6) puts it:

[S]ociolingustics has continued to challenge linguists to come out into

the field and look even more closely at the dynamics of language

loyalty, conflict, spread, erosion, shift, and in some cases,

maintenance against dominant languages. When it comes to the issue

explicitly stating the learning and key players, including parents,

educators and professional bodies.

It has been too easy to make glib statements of intent to the effect that it is

important to take into account the diverse linguistics, cultural and religious

backgrounds of learners and to provide support and development to facilitate

access to courses by these learners. The difficulty lies in making such aims

reality.

De Klerk (2002) is of the opinion that:

If first language curriculums for African languages are not radically

overhauled and these languages are not better resourced at school

terms of text books etc; as a matter of urgency, the gap between the

wealthy and the poor will widen.

Elite isiXhosa speakers will shift with chameleon- like efficiency into elite

English speakers, and abandon their mother tongue/first home language, as

they join the linguatocracy of the future (Pendley, 1983: 48). Pendley (1983)

crucial role to play in ensuring that people’s young democracy develops and

sustains itself and ensuring the survival of marginalized indigenous

languages.

He continues to say that failure to address these problems will result in the

silencing of the majority of voices in our country simply because they will

not have thorough competence in any language by the time they leave

school.

3.4 The Language maintenance

The concern to preserve the use of a language or the traditional form of a

language is referred to as language maintenance (Crystal, 1997:215). A

language is worth preserving because each language is unique and is the

historical vehicle for whole eras of regional culture. Every act of

preservation does carry an opportunity cost.

Linguists preserve the maintenance of languages. They may incite a group of

important for teachers to show by word and attitude that all languages are of

equal value and need to be maintained.

It is also important for students to know that their teachers are interested in

their languages. The credibility given to African languages by the teacher's

interest may help children see that their language is a potential area for

further study, even later employment.

Batibo (2005:102) defines language maintenance as:

– a situation in which a language maintains its vitality, even under

pressure. It implies therefore that the degree of resistance is strong

enough to contain any pressure that may be coming from a dominant

language. In a situation of language maintenance, the domains of

language L1 remain largely the same and transmission of the language

to the children is active and as perfect as possible. Moreover, the

number of speakers remains relatively stable and they maintain a

strong allegiance to their language. Language maintenance usually

place in a stable diglossic situation, in which the functions of L1 and

L2 are well defined and remain unchanged.

Who speaks a language, is more important than how many speak it

(Romaine, 1995:40). A large minority group is often in a better position to

make itself prominent and to mobilize itself in support of its language. When

large groups concentrate in particular geographical areas, they are often

better able to preserve their languages. For example, if people leave rural

communities to work in urban areas this may lead to language loss.

Migration to urban areas may lead to the decline of languages, especially

African languages. The language in danger of being replaced is always the

language of the dominant group.

African languages have more borrowings from English and Afrikaans

languages because of migration. Identification with a language and positive

attitudes towards it, guarantee its maintenance. This has been true in other

countries like Poland where Polish speak their language only and they do not

If speakers of the minority language manage to find an ecological niche in

the majority community which is conducive to language maintenance, they

may have a better chance of survival (Hamp, 1980: 167).

Some languages survive when in contact with a dominant language over

time, others do not. Based on this statement, Fase et al, (1992:3) say that a

central feature of the study of language maintenance is that studies either

deal with the gradual replacement of one language with another in a contact

situation, or with the resistance that some languages show to being replaced

by another.

The purpose behind language maintenance is to ensure cognitive

development through the first language and to follow the best route to

second language proficiency for speakers of all languages.

The most appropriate available niche for indigenous language and culture

programmes is a language maintenance programme within the parameters of

language maintenance programmes referred to in the Department of

Education’s language-in-Education Policy (Republic of South Africa, 1997,

The recommendation for this is that the programme must be expanded

beyond the scope of a home language maintenance programme into the area

of academic support. That means the home language must be used to

mediate between the language and culture of the community and that of the

school. The outcomes of this programme would help the learners to

participate in the development of mother-tongue/first home language literacy

skills in the community.

Learners also would develop their conceptual understanding of academic

content as presented in other learning areas. They would develop language

and learning skills in the mother tongue/first home language. Language

maintenance programme would help community members to regain some of

their self-esteem and develop skills in basic educational practices.

Siegruhn (2002) suggests the following training courses to support the

language maintenance programme:

 Introduction to educational principles and facilitation skills

 Introduction to alphabetical literacy and orthography development  Community interpreter training

 Local materials development (print and radio)  Gathering and recording of oral history

 Traditional crafts and skills training (identified by community)  Documenting and presenting information on natural environment

She continues to say that an interest in languages could be developed over

time to cover sections of the mainstream curriculum, in other words

including lifeskills and some numeracy skills, apart from the language skills.

The structure of the programme would be conducted in four phases;

foundation phase where basic oral and visual skills would be developed;

intermediate phase where traditional social, communication and learning

skills and other life skills would be developed; senior phase where research

skills and skills in phase two would be developed; and the fourth phase,

further education and training; where academic support, developing research