The Language Barrier in South African Education
Report on a workshop on Language & Literacy “Getting All Children to Learn and Lead,” held on June 4–5, 2024 by the Department of Basic Education.
Opening the session, Mr Mweli, DG for Basic Education stated: « Kids are reading in a language they don’t understand »; a clear and powerful description of the main issue faced by the South african pupils.
While the post-apartheid language policy in South Africa grants every child the right to study in their mother tongue, the prevalent use of English as the medium of instruction in schools has led to unsatisfactory consequences: poor literacy rates and alarming socio-economic disparities.
Within the current primary education structure, learners are taught in their mother tongue till the end of their Grade 3 and then switch to full English instruction in Grade 4. This transition leads to a collapse in learners’ results and engagement, identified by Dr. Mbude-Mehana as the “Grade 4 slump”. Recent studies indicate that only 18% of Grade 4 learners can read for meaning, an estimated 16% have the appropriate numeracy skills, and over 40% don’t complete secondary education.
What solutions for such a disturbing observation?
A Transformative Solution: Mother Tongue Bilingual Education (MTBE)
A transformative solution is underway. The Department of Basic Education (DBE) has decided to implement Mother Tongue Bilingual Education (MTBE) from Grade 4 onwards, starting in 2025. Research has shown that children taught in their mother tongue are more likely to succeed academically. Learning in a familiar language helps children grasp concepts more easily and enhances cognitive development. Mother tongue education also leads to better academic performance and can make acquiring a second language easier. “Changing language policy is a big step, but when there is a will, there is a way,” says Angie Motshekga, Minister of Basic Education
Leveraging Generative AI for Educational Empowerment
Part of the DBE’s strategy to succeed involves leveraging the power of generative artificial intelligence (Gen AI). This strategy involves collaborating with linguistic experts (SADILAR, PANSALB) and using generative AI to create new, engaging educational resources tailored to MTBE curricula across native languages.
Rather than simply automating the translation of existing materials, teachers equipped with AI tools could interpret and reimagine the curriculum into fresh, culturally relevant formats suited for each language. Generative AI solutions, such as Shakai, can help compose stories, quizz, word problems, and examples grounded in local cultures, making learning experiences more relatable and stimulating for learners. Gen AI can also offer personalized guidance and support to teachers in providing better explanations and creating supplementary activities for learners. With AI assistance, the DBE can streamline the development of high-quality, immersive multilingual content at a lower cost and a faster pace.
Building an Inclusive Education System
By combining MTBE’s cognitive benefits with generative AI’s capacity to create engaging, affordable, multilingual educational content at scale, the DBE can build a truly empowering, inclusive education system that celebrates South Africa’s plurality of languages. With effective implementation informed by stakeholder inputs and continuous improvement through data-driven insights, this initiative can uplift generations of learners.
Conclusion
Let’s support the DBE’s vision and ensure every South African child can unlock their immense potential through an educational experience that resonates with their linguistic roots. By addressing these challenges and leveraging the transformative power of AI and native language wisdom, South Africa can move towards a more inclusive and effective education system that provides better outcomes for its society.
