Language Education

Running Head: LANGUAGE EDUCATION 1
Language Education
Student’s Name
Institutional Affiliation
03/21/2019

Language Education 2
Contents
Background & Introduction......................................................................................... 3
Aims and Objectives of the Study...............................................................................4
Literature Review....................................................................................................... 5
Research Design and Methodology............................................................................9
Questionnaire........................................................................................................ 10
Qualitative Interviewing........................................................................................ 11
Ethical Considerations.............................................................................................. 11
References............................................................................................................... 12

Language Education 3
Background & Introduction
The nature of the South African ESL classrooms was mono-cultural until the time of the
first democratic elections that were held in South Africa, in the year 1994. Since then, there has
been a rapid growth of the number of learners from diverse cultural, ethical and linguistic
backgrounds. The different origins of people who call South Africa home reflects the fact that
South Africa is a culturally, religiously and linguistically diverse country. Before the year 1991,
the law divided the country along racial lines according to Apartheid policies. Despite the
abolition of the law since independence in the year 1994, a majority of South Africans still view
themselves in the lenses of these racial lines. That is in contrast with its language policy and
progressive constitution composed of a total of eleven languages. 80 percent of the people in
South Africa are from the African descent and includes the following groupings; the Sotho-
Tswana, the Nguni, the Venda, and the Tsonga. The recent history has it that English in South
Africa has been used as a unification and resistance language against the apartheid policies
repression. That is especially when it is viewed against the uprisings of Soweto School. English
language in South Africa was first distinguished into three distinctions; native language, second
language, and third language. At the moment, the English language in South Africa is used
mostly as a form of political and moral unification through which people can empower
themselves to gain knowledge and express their views. The English language is used both as a
culture and communication language and as an instrument for gaining prestige and societal status
and in the achievement of economic emancipation. The problems come about in the sense that it
is a challenge to learn the English language for academic purposes. It takes a huge amount of
time to learn the language subject matter and the language itself.
Statement of the Problem

Language Education 4
There is a low proficiency of the English language and it greatly affects the education
prowess for most South Africans. The research will bring out the extent at which there is a low
proficiency of English in South Africa and the manner in which that affects the quality of
education and services delivery.
Aims and Objectives of the Study
Aims of the study
- The objective of the study is to first ascertain if there is a problem of lack of proficiency in
the English language
- After identifying that the problem exists, the research will aim at identifying the extent to
which the problem of English proficiency is retrogressive.
- The research main aim, therefore, is to lead research in improving the competence use of the
English language that will later lead to real solutions.
Research Rationale and Significance of the Study
The research proposal will lean on language proficiency among the students and
educators because that is where most if not all people learn second languages. Recognizing the
significance of language proficiency in the corporate world, this paper sheds light on the areas
that need to be spruced up for better results in language proficiency. Therefore, the work will be
used to further research on language proficiency in South Africa and beyond and also for
purposes of improving language e competence in South African schools, institutions, and the
corporate world. The work could attract a lot of criticism with the fact that native languages
should be given preeminence over second languages. However, the criticism will be faced with