Heila Jordaan
Language teaching is no panacea: A theoretical perspective and critical evaluation of language in education within the South African context
University of the Witwatersrand
language competence means end educational achievement multilingualism particular important cognitive academic societal advantages linguistic diversity south africa creates ideal context provide learners educational opportunities promote high levels linguistic proficiency home additional languages unfortunately education system delivered constitutional imperatives promoting multilingualism english continues dominate preferred language teaching learning expense marginalisation african languages regarded many researchers primary reason disturbingly low numeracy literacy achievement levels majority south african schoolchildren however effects languageineducation practices academic achievement straightforward paper analyses recent research pertaining effects languageineducation practices argues critical role educational linguistics neglected south african education system affects quality teaching irrespective language instruction significant impact achievement children purpose paper present critical theoretical perspective language education order influence policy practice additional aim promote role speechlanguage therapists slts education since professionals well positioned work collaboration educators enhance language learning mainstreamordinary classrooms however slts also need well informed challenges education theory underlying languageineducation practices