This project investigates how 1 black youth from a village school define their sense of identity in the 'new' South Africa, particularly in relation to language use. Language is essential in the process of 'othering' and difference in the construction of identity.
The dominance of English
- English and upward mobility
- The use of English in education
- English, struggle and liberation
- The global context
Maphalala (2000) used the case of isiZulu to highlight the point that African languages are being 'sidelined' as a medium of instruction in the education sector. Globalization has led to the rapid spread of the English language, the expansion of a new kind of cultural imperialism and thus the marginalization of African languages.
IsiZulu and identity
However, several authors have criticized the fact that African languages are not encouraged and developed in the context of a multilingual society and that politicians are still in favor of English. At the individual level, there is an opinion that Africans themselves have contributed to the low functional value of African languages. According to Kamwangamalu, the resistance of African youth to the Bantu Education Act through the events of the Soweto uprisings reflected not only resistance to instruction in Afrikaans, but also in the mother tongue, which was equated with "inferior education".
The literature reviewed paints a comprehensive picture of the history of languages, particularly English, Afrikaans and African indigenous languages in the South African context and the status of the respective languages in terms of their history, functional competence and credibility, which is strong influenced by major political movements such as the Soweto uprisings of 1976. This literature review indicates the crucial role that language plays in relation to the history of education in South Africa and in relation to broader questions of identity politics.
METHODOLOGY 1. Introduction
Participants
According to Stead and Struwig (2001) sampling in qualitative research should not involve random selection and generalization as is the case in quantitative research. They further point out that the primary focus of qualitative research is on richness of data, therefore qualitative researchers select their samples purposively rather than randomly. Twenty-one grade 10 students from a municipal school in Durban volunteered to participate in this research.
The participants were selected based on their age (14-16 years), as this is usually the age of identity exploration and construction. Gender was not a selection variable in this project and the focus groups consisted of an even number of male and female participants.
Data collection
Focus groups were chosen as the vehicle for the project based on their various strengths. Sarantakos further states that focus groups should allow spontaneous expression of the real and emotional views of the participants. The data were collected through two focus groups conducted by the author and a co-researcher.
Participants took these journals home and were asked to bring them to the focus groups every Thursday. Participants were asked to use these journals as notebooks to note any issues or matters of relevance they encountered when reading the text outside of the focus groups.
Data analysis
According to Boyatzis (1998), an inductive approach involves the construction of data-driven codes inductively from raw data, whereby the researcher works directly with the raw information, which in turn increases the appreciation of the participants' own meanings. He further pointed out that this approach is very sensitive to the context of the raw information, so the validity is greatly increased. Mason further states that in the inductive approach, the individual examines the data closely to create explanations that seem to fit the data.
These two approaches to data analysis were followed as follows: Initially the main focus of the project and the point of discussion centered on identity construction, assuming some broad principles of identity construction. However, as the sessions progressed, language emerged as a central theme and therefore the focus of the project shifted and was refined in response to the data.
DATA ANALYSIS AND DISCUSSION
English as beneficial
- The world of work
- Resources and services
- Access to other worlds
- English and human rights
They emphasize the importance of knowing English in the working environment, whereby the ability to communicate in English should increase the probability of employment, since most people communicate in English in the working environment. English is the preferred language in the world of work, as in most job descriptions in the working environment, knowledge of English is a prerequisite. Race appears to be an important factor in the work environment in that the world of work is predominantly white, so English skills for effective communication are critical to employment.
Participants reinforce what the literature (eg Kamwangamalu, 2004; . Spencer, 1999; Dirven, 1995) proposes regarding the role of English in the academic arena. This 'freshness' is also celebrated in the assessment of contemporary African music and television programs, which are described as definitively of the 'new' generation compared to umaskandi5.
Resistance to English 1. Racism
- Repositioning Afrikaans
Manti (4B 5/5 page where can I get white friends because at the pavilion when we walk around the pavilion these security guards follow around because you're black and they think you might steal something like those days before when you used to steal in Pavillionu, now they think you are going to rob someone or something [pauses] that's why." Lineo (7B 6/6 page 31) "Abantu abami abamna hate white people less isingisi abasifuni especially abantu absalada. " [Most black. Lineo (5B 11/5 page 7) "I think I would be happy to know that there is someone who loves my culture and someone who finds the Zulu things we do interesting and would like to try it because we as black people, we try white people's things, so I feel happy."
Lineo (5B 11/5 page 24) “I think we were cheated because they don't learn our language and we learn our language and find it interesting but they don't find our language interesting, I think they are cheating ". And we don't learn Afrikaans in our school, I love Afrikaans, but they don't teach us."
Speaking isiZulu: culture and identity 1. Articulating culture and language
- Connecting and shifting between worlds
- Reviving African languages
Participants convey an important emphasis on the importance of commitment to one's culture which is achieved through communication in the mother tongue and the use of African accents. The participants reflect several views regarding the cultural value of their mother tongue. Ancestors hold a sacred position in Zulu culture, and maintaining a strong spiritual relationship with them is essential for spiritual growth, as indicated by participants.
The participants' sense of pride in their native language (isiZulu) and the warmth and pleasure they experience communicating in it was very evident. The participants take a “black consciousness” stance due to their pride in their Africanness, and their reports promoting the revival and promotion of African languages as highly functional languages in the academic and civic sectors.
Globalization and languages of the future
One participant states that as part of the 'new' generation they embrace both the rural and western world, but this generation is less inclined to traditional music. Thabang (7B 6/6 page 13) "Siyawuprefeya, ukuthi manje asisajulile nje ngezindaba zomaskandi nani sekuyi new democratic generation lena. Indaba zokudlala omaskandi neZingane zoma, hayi." [We prefer it, it's just that we are no longer profound/deep/serious, we now belong to the new democratic generation.
The participants emphasize the point that they belong to the new generation, which embraces both the rural and the westernized cultures. They further emphasize that due to the rapid changes that characterize our societies, one has had to accommodate and conform to the changes.
Multilingualism for all?
The next participant supports the idea of a multilingual society, and English is still one of the languages in which individuals should be proficient. Nthabiseng (4B 5/5 page 25) "I think we should all learn Zulu, Afrikaans and English that we should all understand each other what we say.". The participants have confidence in multilingualism as a phenomenon that will advance the status of African languages in academic and civic arenas.
This is inconsistent with the literature (eg Kamwangamalu, 2003; Rudwick, 2004) which emphasizes the fact that multilingualism favors English and does little to promote the African languages to serve as highly functional languages.
CONCLUSIONS
The analysis highlights an important point regarding the conflicting position that participants have regarding English and isiZulu, recognizing the benefits of English on the one hand, while being aware of the oppressive impact that English has on isiZulu on the other and other African countries. languages. The participants are also clear about their pride in the isiZulu language and Zulu culture. They emphasize that being part of the 'new' generation practicing democracy gives them the flexibility to embrace both Zulu culture and Western culture.
This therefore means that they can accept both English and Isizulu as both languages contribute significantly to their educational and economic development as well as their cultural and individual growth. According to the participants, the 'new generation' should also include all South Africans being more receptive to other languages such as Afrikaans and African languages in order to promote language equality and especially the growth of African languages.
Webb (Ed), Language in South Africa: An input to language planning for a post-apartheid South Africa. Terminology and textbooks in South African languages: Are there none?: Reconsidering problematic areas of mother tongue development in Bantu education. Proceedings of the 15th Annual Conference of the Southern African Applied Linguistics Association: University of Stellenbosch.
