Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review
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 policie...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-10-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2024/10/EHASS202451314.pdf |
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| author | Ijeoma C. Ogbonnaya Dalsy N. Els |
| author_facet | Ijeoma C. Ogbonnaya Dalsy N. Els |
| author_sort | Ijeoma C. Ogbonnaya |
| collection | DOAJ |
| description | 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.
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| format | Article |
| id | doaj-art-fe4517a140f345efbd969da37e00e3ef |
| institution | OA Journals |
| issn | 2720-7722 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-fe4517a140f345efbd969da37e00e3ef2025-08-20T01:53:33ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222024-10-0151321772190https://doi.org/10.38159/ehass.202451314Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature ReviewIjeoma C. Ogbonnaya0https://orcid.org/0000-0002-9308-1625Dalsy N. Els1https://orcid.org/0009-0007-6909-1392University of the Free State, South AfricaUniversity of the Free State, South AfricaDespite 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. https://noyam.org/wp-content/uploads/2024/10/EHASS202451314.pdfeducation policieslanguagemother tonguemultilingual education |
| spellingShingle | Ijeoma C. Ogbonnaya Dalsy N. Els Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review E-Journal of Humanities, Arts and Social Sciences education policies language mother tongue multilingual education |
| title | Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review |
| title_full | Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review |
| title_fullStr | Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review |
| title_full_unstemmed | Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review |
| title_short | Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review |
| title_sort | do multilingual education policies in south africa impact learning outcomes a systematic literature review |
| topic | education policies language mother tongue multilingual education |
| url | https://noyam.org/wp-content/uploads/2024/10/EHASS202451314.pdf |
| work_keys_str_mv | AT ijeomacogbonnaya domultilingualeducationpoliciesinsouthafricaimpactlearningoutcomesasystematicliteraturereview AT dalsynels domultilingualeducationpoliciesinsouthafricaimpactlearningoutcomesasystematicliteraturereview |