Schools often play a major role in the maintenance and development of home language, literacy and culture awareness. The report by UNESCO (1953) entitled" -The use of vernacular language in education" provides the basis for the use of the home language in school. The researcher agrees to the report. The best medium for teaching a child at foundation phase is his mother tongue. Psychologically, it is the system of meaningful sign that in his mind works automatically for expression and understanding sociology, it is a means of which community he belongs.' Educationally he learns more quicklyI
through it than through an unfamiliar language. In South Africa majority of the black or African learners speak Isizulu. Teachers do have communication problem and speak kitchen language. Sometimes teachers cannot pronounce learners names correctly.
However through pictures and objects learners do understand the message. A child's home language develops when it is cultivated, encouraged and promoted in a purposeful
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way in all curriculum areas. The researcher believes that it may be valuable to involve a strategy for heritage language development. From experience it is ,also noted that learners who are literate in their heritage language, progressed significantly more in oral and written. The first language enables relative ease of learning and learning through a second language by the transfer of knowledge, language abilities (e.g. Literacy strategies and communication skills) and the learning process (Baker. 1996: 228). With respect to learning a third language, there is a belief that bilinguals are relatively better at learning a new language. The researcher agrees this point of view. Bilingualism appears to give an advantage in learning a third language.
A common scenario in South Africa is where the Black or children attend schools where
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Afrikaans became their second language. The learners do cope with assistance. Learners have greater sensitivity to communication and also the transfer between language of.
phonological and pragmatic abilities. Learners need to attain skills, knowledge and understand from an early stage. Some of the speaking and listening skills are as follows:
• Participate as a speaker and listener in a group.
• Describe a real or imagined event to someone.
• Listen attentively to stories and poems. Talk about likes and dislikes.
• Respond appropriately to complex instructions by the teacher.
• Convey accurate message home.
Speaking, listening writing and reading are basic language skills. Itis
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language taught without its attendant culture, like presenting a body without a heart. Language and culture are entwined in the healthy functioning of a body.2.11. Why is multicultural education essential? .
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2.11.1 School curriculum
A well-planned curriculum must be relevant for all learners irrespective of their cultural differences. The curriculum must promote respect for cultural diversity, social justice and also understand that people living on earth have interconnected fates (Banks 1994). It should prepare learners to apply their education in society. The curriculum is also an indicator of the school's commitment to prepare its learners for global society. The language policy needs to cover many aspects of teacher approaches to languages such: as cultural awareness, providing for special case diverse learners, attitudes to language use
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and gender. The researcher believes in addressing ih-eas such as oral language. Use language awareness, assessing and learning proficiency in a multicultural school with a revised document might be a long way down to the road to true effectiveness. Knowledge in the school curriculum is usually viewed as objective, neutral and immune from critical analysis. When learners are empowered they have the ability to influence their personal,
social, political and economical world. Learners need specific knowledge, skills and
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attitudes in order to have the ability to influence the world they live in. A good education cannot be based upon one culture only. Itshould therefore be multicultural.
2.11.2 Education for empowerment
Sleeter (1991:110) defines empowerment as bringing into a state of mind in"one's ability to act with effect and also individuals power to achieve his or her own goals. (Giroux and Laren 1986: 209) cited in Price 2001 refer to empowerment as the process whereby learners are able to critically evaluate and select appropriate aspects of dominant culture.
Education for empowerment means teaching learners how to.advocate effectively for themselves as individuals as well as collectively. Education serves as an effective vehicle for social change and emancipation.
2.11.3. The need for academic excellence and equity
Educational excellence cannot be achieved without equity. Equity in education meansi
equal opportunities for all learners to develop to their fullest potential. This depends on educator's knowledge, attitudes and behayiour. The educator must provide equitable opportunities for learning changes. Multicultural education contributes to excellence in a second important way.Itbuilds knowledge about various ethnic groups.
2.11.4. The existence of multiethnic society
About 25% school age children are ethnic minorities. 20% live in economic poverty, some are school dropouts, some are achieving far below their potential. Educators are faced with tremendous challenges. If these patterns are to be reversed then schools must foster cultural pluralism.
2.11.5. The existence of an interdependent world
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There is certain urgency about the need to foster global awareness among today's
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learners. The human race faces a number of critical concerns that is left unresolved, one likely to result in the destruction of life, for example the destruction of the ozone layer, environmental pollution, poverty over population,· nuclear arms, famine, world hunger and most of all, the spread of Aids and other diseases. The resolution of these problems as well as participation in global trade and economical development require global co- operation. This co-operation requires human beings who possess some degree of cultural understanding.