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Language equity and assessment in South African education
Abstract
This paper argues that language and assessment are closely linked and that the Language-in-Education policy and other additive bilingual initiatives have failed to address educational equity in South African schools. Despite the aspirations of politicians to move towards a policy of multiculturalism through the additive approach to bilingualism in education, it is the opinion of this study, that this policy essentially remains a symbolic gesture.
(Journal for Language Teching: 2002 36(1-2): 105-117)
(Journal for Language Teching: 2002 36(1-2): 105-117)
