Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review

Dados Bibliográficos

ID22256983
AutoresIjeoma C Ogbonnaya (0000-0002-9308-1625, University of the Free State), Dalsy N Els (0009-0007-6909-1392, University of the Free State)
Ano2024
Páginas2177-2190
Data de publicação2024-10-17
Open AccessSim
TipoARTICLE
PeriódicoE-Journal of Humanities Arts and Social Sciences (JOURNAL)
Identificadores do periódicoISSN: 2720-7722 • E-ISSN: 2720-7722
EditoraNoyam Publishers (PUBLISHER)
DOI10.38159/ehass.202451314
OpenAlexW4403485887
IdiomaEN
Citações recebidas1
Referências citadas23

Despite the intensification of multilingual education policies over the last four decades, only a few studies have focused on their impact on learning outcomes. These studies are neither recent nor systematic. This study systematically reviewed research evidence on how multilingual education policies impact learning outcomes that intersect with broader social, cultural, and political contexts in South Africa. Various data collection methods were used, including document analysis, online database searches, and examination of government websites. The data span between 2013 and 2023, focusing specifically on language rights, linguistic diversity, and the efficacy of language instruction. The authors explored effective strategies to support students in multilingual classrooms. One of the findings showed that although multilingual education policies have a positive impact on learning outcomes, they have their challenges, resulting in declines in students’ achievements. The study contributed to new research by proposing a framework called “Mother Tongue-Multilingual Education (MT-ME) to improve the implementation of multilingual education in South African universities. Keywords: Education Policies, Language, Mother Tongue, Multilingual Education

MEDLINE · Political science · Systematic review · Education Systems and Policy · Multilingual Education and Policy · Second Language Learning and Teaching

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