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Reclaiming Transformation for Inclusive and Multilingual Education through Linguistic Landscape (LL) in South Africa and Malaysia

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Handbook of the Changing World Language Map

Abstract

Transformation for inclusive education through a multilingual language policy remains a challenge in postcolonial countries. Although 11 official languages are supposed to be treated equally in postapartheid South Africa, the reality looks different. Like (most) postcolonial settings, the previous colonial language(s) dominate. Likewise, in Malaysia, any language(s) are allowed to be learnt and taught, but only dominant community languages are used at primary schools.

An analysis of language policy documents, interviews with educational stakeholders, and an analysis of linguistic landscape offer an insight into language practices. The findings reveal that daily language practices are more complex, heterogeneous, and intertwined than official documents outline. Reality differs often from the envisaged official language policy. Community languages are more vivid and visible at schools in both countries. Linguistic landscape is significantly dominated by English, but African and Chinese languages are visible and reflect partly the linguistic reality of the surrounding community of schools. Interviewees highlight the huge benefits of multilingual language policy especially for the disadvantaged communities. Hence, this study urges for an equal treatment to be given to nondominant and smaller community languages in multilingual countries to reclaim their voices and establish a meaningful and inclusive education for all students regardless of their first language.

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Authors and Affiliations

  1. Department of Human Geography, Ruhr University Bochum (RUB), Bochum, Germany

    Michael M. Kretzer

  2. School of Languages and Literatures, Rhodes University, Honorary Appointment, Grahamstown/Makhanda, South Africa

    Michael M. Kretzer

  3. Griffith University, Nathan, Queensland, Australia

    Teresa Wai See Ong

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  1. Michael M. Kretzer
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Correspondence to Michael M. Kretzer .

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  1. Department of Geography, University of Kentucky Department of Geography, Lexington, KY, USA

    Stanley D Brunn

  2. Deutscher Sprachatlas, Marburg University, Marburg, Hessen, Germany

    Roland Kehrein

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Kretzer, M.M., Ong, T.W.S. (2022). Reclaiming Transformation for Inclusive and Multilingual Education through Linguistic Landscape (LL) in South Africa and Malaysia. In: Brunn, S.D., Kehrein, R. (eds) Handbook of the Changing World Language Map. Springer, Cham. https://doi.org/10.1007/978-3-319-73400-2_233-1

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