INCREMENTAL INTRODUCTION OF AFRICAN LANGUAGES (IIAL)
NAPTOSA embraces and supports the intention of the IIAL policy and acknowledges that multilingualism is an important tool for social cohesion, and for individual and social development. The implementation IIAL is scheduled to start in 2015 in Grade 1 and will be introduced incrementally until 2026 when it will be introduced in Grade 12. The implementation will be preceded by a pilot in 2014 in Grade 1.
Recent media reports create the impression that the only comment being made about the IIAL is that teachers will have to work longer hours and learners will have a longer school day. There are a number of additional issues which concern NAPTOSA.
Some of these are set out below.
- Curriculum Overload: The subjects (learning areas) in the intermediate phase were recently reduced on account of the curriculum being overloaded. NAPTOSA is concerned that the introduction of a third language will reverse the situation and also lead to overload in the other phases.
- Demands of learning a third language: NAPTOSA questions the wisdom in offering a third language at First Additional Language (FAL) level. Will young learners be able to cope with three languages at such an intense level? Would it not be prudent to introduce a third language at a “social” communicative level instead?
- Selection of an African language: In some urban schools a number of African languages are spoken by the learners and no particular language enjoys a clear majority. Such situations will require careful management on the part of the SGB to ensure that the language choice does not become a source of discontent and division in the school.
- Provision of teachers: Teaching a language requires specific skills and training. Will the DBE be able to train sufficient teachers? Is there adequate funding to train these teachers?
- Time implications: The IIAL will increase the instructional time as follows: two hours per week for grades 1 & 2, three hours per week for grade 3 and five hours per week for grades 4 to 12. Some of NAPTOSA’s concerns are: the extra time demanded from educators, the fatigue experienced by younger learners, and the negative impact the extended school day will have on the extensive extra-mural programme offered by many schools.
NAPTOSA has committed itself to submit a detailed comment in response to the DBE’s “call for comment” by 12 February 2014. Members are urged to submit any comments on the draft policy to NAPTOSA Eastern Cape. The draft policy may be downloaded from www.naptosa.org.za.
In this regard please help us with information:
Some 300 schools were meant pilot this in grade 1 in the Eastern ape in 2014. Sporadic reports from districts indicate that there is little or no interaction and co-ordination between the Curriculum and Human Resource Directorates resulting in uncertainty and confusion. Some were meant to have attended training early in December.
The second 2013 edition of NAPTOSA INsight is being distributed to NAPTOSA Staff Reps. Please note that one copy is sent per 5 members and the publication must be available for all members on the staff to read.
This is the end of an era, as this is the last edition that will be published in hard copy.
In future NAPTOSA Insight will be issued in digital format only and it will be available on the Union’s website. Go to www.naptosa.org.za to find an online version of the May 2013 edition.
Despite our ethos and motto, NAPTOSA, disappointingly, finds too many members who do not behave as they should.
DO NOT TOUCH!
Corporal punishment and any other physical abuse/discomfort and sexual harassment or abuse are not allowed – and the complainant’s perception of the incident will count, no matter the teacher’s intention.
Real NAPTOSA members do not abuse other people (of any age, gender, race or religion).
Real NAPTOSA members serve with dignity, professionalism, respect, and self-control
PROVINCIAL CHIEF EXECUTIVE OFFICER