CHAPTER 2: THEORETICAL FRAMEWORK AND LITERATURE REVIEW
2.5 PROVISIONS OF THE LANGUAGE POLICY
2.5.8 Language Treatment
The Constitution of the Republic of South Africa mentions that all 11 official languages are equal and should enjoy parity of esteem. This appears to be theoretical because practically, other languages, such as English and Afrikaans, receive sublime and privileged treatment over others.
In other words, English and Afrikaans are still highly regarded as compared to African indigenous languages which do not enjoy equal reception.
25 2.5.8.1 The status of African languages
Sabiha (2012:67) stipulates that language status is the position of a language in comparison with other languages. Before 1994, English and Afrikaans were given a high status as compared to African languages and they were used in all spheres of life. Today all the 11 official languages are equal in status as stated in the Constitution but, surprisingly, English is still dominating all the other 11 official languages, inclusive of Northern Sotho.
2.5.8.2 Colonial legacy
Colonial powers imposed their languages as languages of administration, commerce and education in all the territories they annexed. Their objectives differed from one colonial power to the other, ranging from assimilation to discrimination. According to Bamgbose (2011:1), African languages took a secondary position concerning their status and domains of use. However, the secondary position that African languages held prior to independence, still persists to date.
2.5.8.3 The negative perception of multilingualism
Bamgbose (2011:1) stipulates that the negative perception of multilingualism serves to diminish the status of African languages, presenting them as a problem rather than an asset.
Furthermore, a typology of African languages shows that there are three types of languages which are: major, minority and endangered. The major languages such as Swahili, Hausa, Yoruba and Zulu are spoken by numerous speakers and are associated with a higher status perhaps even with political and economic power (Bamgbose, 2011:1).
2.5.8.4 Language and identity
The use of African languages can enable their users to understand phenomena from many spheres of life. In the case of the Igbo society, Ofomata (2011:87) outlines that the acquisition of a mother tongue by Igbo children will promote the development of Igbo songs, arts, music and story books, referring to the children’s social environment in diaspora. Children apply their pre- knowledge of their social environment to interpret their world. The immediate environment and related experiences are conducive to the generation of more Igbo teaching materials. In line with what Ofomata (2011:77) advocates, it is imperative for African languages to be developed.
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Language cannot be separated from culture as it is a vehicle of identity, socialisation, solidarity and cohesion. Thus, language is a carrier of culture. There is an agreement that a sound foundation in the language of the home increases children’s self-esteem and confidence to embrace their own ethnicity (Ofomata, 2011:77).
Language and culture are two important elements. In their study, Rasila and Mudau (2012:1) reveal that language is transmitted, interpreted and configured through cultural interaction.
Language, therefore, aids in the registering of culture in the mind. It is important to take into consideration that one’s language should be respected and properly treated for the growth and development of the society.
2.5.8.5 The role of bilingualism
People who learn another language after developing competence in their first language and who develop high levels of competency in the second language are regarded as bilingual. A first additional language is also referred to as the second language (Van der Walt, Evans & Kilfoil, 2010:6). The appropriate use of African languages in addition to foreign language (English) can improve communication, literacy and understanding, responsibility and other skills.
2.5.8.6 The Importance of a lingua franca
There is a notable deceleration of growth and development specifically in South Africa and in Africa in general because important communication relies on foreign languages whose acquisition and learning levels are very low among many African communities. A common language, therefore, should be seen as an integrating force, a means by which political empowerment and participation of all citizens is fully facilitated (Erastus, 2013:41). The current study contends that it is important for a common South African language to be chosen and nurtured in order for communication to be effective. This will also help harness national identity.
27 2.5.8.7 Knowledge growth
Okolocha and Yuka (2011:8) argue that a plausible reason for the African continent’s lack in human creativity and knowledge growth can be attributed to the inability of the African governments to recognise the backlog second language citizens have in using English in the corporate world in comparison with their English mother tongue counterparts, who are already fluent in English as the language of communication.
2.5.8.8 Social development
Rasila and Mudau (2012:1) argue that language is very crucial for social development.
Moreover, society is influenced by modern trends and citizens are required to be literate in the language of the masses. It is impossible for society to develop while their language is not spoken or used in daily activities. Routine use of indigenous African languages will foster development. In order to cultivate the love for indigenous languages, speakers should focus on recalling the high frequency words such as the name of the month of the year (Rasila & Mudau, 2012:4).
2.5.8.9 Language as a communication tool
Africans should communicate in the language they understand most because if they do not communicate using the language they understand, it will result in a communication breakdown.
Studies conducted by Alberts and Mollema (2013:31) highlight that language plays a fundamental role in allowing a person access to justice. The Constitution of the Republic of South Africa 1996 validates this when it allows the accused person an opportunity to be tried in a language they understand best. Section 35(3)(k) of the Constitution stipulates that: ‘Every accused person has a right to a fair trial, which includes the right to be tried in a language that the accused person understands or, if that is not practicable, to have the proceedings interpreted in that language’.
In this instance, a court interpreter plays a chief role by guaranteeing that the accused fully participates in the trial by interpreting correctly. In terms of Rule 68 of the Rules of the Magistrates Courts, every court interpreter has to take an oath swearing or affirming to interpret
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truly and correctly to the best of their knowledge and ability implementing the language they are called upon to use when interpreting an official language of the Republic of South Africa.
According to Alberts and Molema (2013:31), interpretation skills are especially grounded in the elements of accuracy and competence. It is generally acknowledged that interpretation in court is a complex activity depending on the interpreter's skills in various factors. This study suggests that for citizens to be competent, they should have first mastered their home language.