LAW-LANGUAGE: THE CHALLENGE OF THE CAVEAT ‘WHENEVER REASONABLY PRACTICABLE’ IN LANGUAGE POLICIES
Abstract
The challenge of escape clauses in various policies has been a longstanding issue for policy scholars worldwide. This challenge is also prevalent in South African institutions, particularly in their language policies. This article reports on the findings of a desk-based investigation into the escape clause "whenever practicable" as found in various language policies. A textual analysis of language policies from specifically selected institutions was conducted. The research argues that language planning agencies in these institutions have inadvertently or deliberately included escape clauses as a mechanism to allow for flexibility in case of difficulties in implementing certain provisions of the policies. Data were collected from the language policies of seven universities and three government departments using convenient sampling. Discourse analysis was employed to analyze the data, focusing on the linguistic meaning of the selected extracts containing escape clauses. The analysis revealed several key findings: the language policies examined confirmed the presence of various escape clauses expressed in different ways; these escape clauses contribute to the lack of implementation of these language policies; and the absence of non-compliance clauses also contributes to the lack of implementation. The findings clearly indicate that escape clauses are a critical pivot around which the escape mechanisms in these selected language policies revolve. Therefore, we argue that the use of escape clauses should be limited and highly regulated.
Full Text:
PDFReferences
Bamgbose, A. (2004). Language planning and language policies: Issues and prospects. In P. G. J Van Sterkenburg (Ed.). Linguistics today-facing a greater challenge. New York: John Benjamins Publishing Company, 61-88.
Beukes, A. (2004). Language policy implementation in south africa: How kempton park’s great expectations are dashed in tshwane. Stellenbosch Papers in Linguistics, 38, 1-26.
Cele, N. (2021). Understanding language policy as a tool for access and social inclusion in South African higher education: A critical policy analysis perspective. South African Journal of Higher Education, 35(6), 25-46
Chürr, C. (2015). Realisation of a child's right to a basic education in the south african school system: Some lessons from germany. Potchefstroom Electronic Law Journal (PELJ), 18(7), 2405-2453. https://dx.doi.org/10.4314/pelj.v18i7.01
Constitution of the Republic of South Africa. (1996). http://www.gov.za/documents/ constitution/constitution-republic-south-Africa-1996-1 (accessed 22 August 2023).
Department of Higher Education and Training. (2017). Language policy for higher education. Pretoria: South Africa. Department of Higher Education and Training.
Docrat, Z. & Kaschula, R. H. (2015). Meaningful engagement: Towards a language rights paradigm for effective language policy implementation. Southern African Linguistics and Applied Language Studies 5(1), 1–9.
Drummond, A. (2016). An analysis of language policy versus practice in two South African universities, Southern African Linguistics and Applied Language Studies, 34(1), 71-79.
Du Toit, N. (2016). Language: Where are we now? Bonfire Stellenbosch. http://www.bonfiire.com/stellenbosch/2016/02/language-where-are-we-now/ (accessed 23 March 2016).
Hult, F. M. (2017). Discursive Approaches to Policy. In S. Wortham, D. Kim, & S. May (Eds.),Discourse and Education (3rd ed., pp. 111–121). New York: Springer.
Karjalainen ,M. (2016). Language policy as a sociocultural tool: Insights from the university of cape town. Journal of Higher Education Policy, 29, 31–148.
Lo Bianco, J. (2009). Critical discourse analysis (CDA) and language policy and planning (LPP): Constraints and applications of the critical in language planning. In Lê, T; Lê, Q & Short,M (Eds.) Critical Discourse Analysis: An Interdisciplinary Perspective, 101-119. New York: Nova Science Publishers.
Masinga, D.M. (2015). Language policies and the medium of instruction: A case of secondary schools in mpumalanga province. Unpublished PhD thesis. The University of South Africa.
Mavunga, G. & Kaguda, D. (2016). Combatting the pandemic: An analysis of selected adverts on hiv? AIDS on Zimbabwe Broadcasting Corporation Television (September 2008 to May 2011). South African Journal of African Languages, 36(2), 73-188.
Mkhize, D and Balfour, R.(2017). Language rights in education in south africa. South African Journal of Higher Education, 31(6), 133‒150.
Namyalo, S. & Nakayiza, J. (2015). Dilemmas in implementing language rights in multilingual uganda. Current Issues in Language Planning, 16(4), 409–424.
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in vietnam. Current Issues in Language Planning, 17(1), 88–105.
Pennycook, A & Makoni, S. (2020). Innovations and challenges in applied linguistics from the global south. New York: Routledge.
Philips, L. & Jorgensen, M. (2002). Discourse analysis as theory and method. London: Sage.
Prah, K. K. (2017). The intellectualisation of african languages for higher education. Journal of Alternation, 24 (2), 215-225.
South African Police Services Department. (2016). Draft language policy of the south african Police Service. SAPS Department. Pretoria.
Taylor, S., Henry, M., Lingard B, & Rizvi, F. (1997). Educational policy and the politics of change. Oxfordshire: Psychology Press.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: implications for conducting a qualitative descriptive research. Nurs. Health Sci. 15(3), 398–405.
Van Der Merwe, C. (2016). Analyzing university language policies in south africa: Critical discourse and policy analysis frameworks. Unpublished MA dissertation, University of the Western Cape.
Van Der Walt, C. & Klapwijk, N. (2015). Language of learning and teaching in a multilingual school environment: What do teachers think? Language Matters, 46(2), 293-318.
Willig, C. (2015). Discourse analysis. In J. A. Smith (Ed.). Qualitative psychology: A practical guide to research methods. 3rd edition. California, NH: SAGE Publications INC, 143-167.
DOI: https://doi.org/10.30743/ll.v8i1.8220
Refbacks
- There are currently no refbacks.
Fakultas Sastra
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id