preferred medium in a work place for verbal communication. Many Tshivenda speakers have an attitude that reflects that if one speaks in English, he or she is more learned and civilized. Tshivenda is used more generally to address parents in parents meetings as it is presumed that they would hardly understand anything if English were to be utilised.
Persons belonging to a cultural, religious or linguistic community may not be denied the right, with other members of that community, to enjoy their culture, practise their religion and use their language.
In contrast to this language policy, Fardon and Furniss (1994:48) bring to the table the fact that
Within the colonial situation, Africans were taught to believe that their culture, including language, was demeaning and backward, conversely everything western, in this case English, was progressive and worthwhile.
This statement signifies the importance attached to participating in cultural activities in one‟s primary language. It is therefore crucial to interrogate selected extra- curriculum activities to have a look as to whether the use of the primary language is being implemented or not.
3.7.1 Arts and Culture Competitions
Arts and Culture Competitions are mostly dependent on the learners‟ culture.
Cultural activities are performed. In the Vhembe region, the primary language which is Tshivenda is used to render songs. Popular activities in this case are as follows:
Malende;
Tshigombela;
Matangwa;
Tshikona; and Tshifase.
Apart from traditional dances, activities such as poetry, drama and story telling are performed. The language used may either be Tshivenda or English. The majority of schools prefer to use English.
3.7.2 Drama Competitions: Denzhe Arts and Culture
According to Circular No 23. (2007:01), the drama competitions aim to - Speak to communities directly in a way that
they understand and which has a bearing on their everyday lives.
- Inform people of the dangers of immoral sexual conduct.
- Give high school pupils the opportunity to develop their own creativity and to expand their knowledge.
- Drive home the message that HIV/AIDS affects everybody.
This type of competition has been targeted at high schools in the Vhembe District.
Facilitators of this project allow learners to make a choice regarding the language to use. There is liberty of conducting the drama either in the vernacular or in English. Learners are expected to write the drama themselves. This is a progressive step as African languages are afforded the chance to be used as a means of communication.
3.7.3 Baswa Le Meetse Competitions
Baswa le Meetse is a project run by the Department of Water Affairs and Forestry. It aims at “encouraging the youth to actively participate in the management of water resources in their communities, promote good hygiene practices, stimulate interest of youth in water related careers, revive the arts and culture” (Baswa le Meetse Competitions Guidelines, 2004:11). This is a worthwhile project since a learner should be able to use the language properly in order to explore the values mentioned above. Activities such as music, drama, poetry, praise singing, and posters are performed. Learners are free to use any of the 11 official languages. “In situations where the learner uses a language other than English to explain his-her work to the adjudicators, arrangement for an interpreter should be made” (Baswa le Meetse Competitions Guidelines, 2004:30). This is a commendable move as Vhavenda are able to utilise Tshivenda to express themselves.
3.7.4 Science Olympiad and Amesa Mathematics Olympiad
Science and Mathematics are rated as important subjects in this technological world.
They are regarded as the ones that open doors to the future world. It has already been mentioned that they are taught in English. The Science Olympiad and Mathematics Olympiad are also run in English. Tshivenda is not used at all. Thus the language policy of South Africas is ignored regarding these competitions.
3.7.5 Library Competitions
In library competitions, learners are involved in reading, poetry, story telling, drama, and speech competitions. These competitions are run in English and Tshivenda does not feature at all. It is surprising because schools that offer Tshivenda as their primary language are disqualified for using Tshivenda for the competitions. Learners and educators often struggle in the preparation to be competent in English. Some go to the extent of memorizing long verses or speeches. Learning by heart is condemned and has no room in the new curriculum. Learners should be allowed to use their primary language.
3.7.6 State of Environment Report Competition
The Department of Economic, Tourism and Environmental Affairs in collaboration with the Department of Education engage learners in the environmental state activity.
The State of Environment Guideline (nd:01) outlines that
The State of Environment Report describes the State of environment of a city, region or country.
These reports then become the tools to assess and monitor changes in the environment and enable us to plan for effective environment management.
Learners are expected to identify an environmental problem within their area, try to solve the problem and write a report. The report should offer a solution to the problem. In striving to provide a solution, language is involved in the writing of the report. Language is still used as the learners are also expected to present the report verbally (State of Environment Guideline, nd:02). The report is written in English.
During the competition day, learners present their reports in English. The use of English by Tshivenda speaking learners hinders the way in which thoughts and ideas may be transmitted for it would have been preferable for Tshivenda learners to be afforded the option to use Tshivenda as well.
3.7.7 World Newspaper Reading Passport
The project is a joint venture of Sanlam, Thohoyandou Spar, Mirror, and Radio Univen. It has been introduced by the World Association of Newspapers with the idea of encouraging learners to be interested in reading newspapers. Obviously, most newspapers are available in English and as a result, Tshivenda learners are forced to work in the competitions through English. This project will thus lead to a poor performance by learners who are not good in English. Tshivenda and its speakers are thus being undermined and put at a disadvantage.