Educators' experiences of the implementation of language policy affecting foreign nationals

Abstract

The aim of this study was to understand educators' experiences of the implementation of language policy affecting foreign nationals. A body of relevant literature was reviewed and analysed to address the aim of this study. A qualitative phenomenological approach was used. Semi structured interviews were conducted in four different schools in Johannesburg East and Ekurhuleni North Districts of South Africa, with a total of 12 participants comprising of two educators and a principal in each school. This study was anticipated to make a significant contribution to the implementation of multilingual policies and practice in South Africa and elsewhere. The findings revealed that schools which offer English as Home language do not admit foreign learners without previous knowledge of English language. However, where such foreign learners were admitted, they receive school language interventions, translators, extra lessons, parental support and become resilience in order to cope and excel in schools’ language policy. The study also found that foreign learners who could not cope with the language of the school through the above interventions were withdrawn from schools. The recommendations arising from this study is an intervention from the Department of Education in providing translators for foreign learners This will help in relieving language teachers who seldom assist the foreign learners because of their teaching workload. Further recommendation is to understand the inclusivity, participation, and roles of teachers, and learners as student representative councils (SRC) in achieving an effective and workable language policy implementation. Keywords: Foreign learners; implementation of language policy; educators; Home language; first and second additional language; language of the school; schools