The language attitudes and practices of high school learners, teachers and parents in the Mafikeng and Vryburg Districts of the North West Province, South Africa

This study investigated language attitudes and practices of high school learners, teachers and parents in the North West Province, South Africa, in relation to the new Language-in-Education Policy (LIEP). Seven high schools in the Mafikeng and Vryburg Districts were selected for the study based on the Language of Learning and Teaching (LOLT) they offered prior to the new LIEP. One hundred and seventy-one learners, twenty-two teachers, and twenty parents participated in this study.;A survey questionnaire was administered to the learners and teachers. Parents were interviewed face-to-face to curb the problem of limited literacy. The questionnaire focused on language preferences and reasons for language preferences, and opinions on the new LIEP. Observations of classrooms, extra-curricula and non-curricula activities were conducted.;The results of the study indicated that the majority of the participants across school media preferred English both as a subject and as a LOLT. Two main reasons given for this preference were that: (1) English is the most commonly used language at school, in the Province and in the world, and (2) competence in English enhances job opportunities. The language chosen by most learners for Assembly was English. An equal number of teachers chose the Setswana-English, and Afrikaans-English combination for Assembly, and most parents chose Setswana. English was the language chosen by most learners for letters to parents. Most teachers chose the Afrikaans-English option, and for parents Setswana was the most preferred language. Most learners who responded were supportive of the new LIEP, but more teachers were non-supportive of the policy. Only three parents were non-supportive of the new LIEP, the rest believed that it would work.;The conclusion that can be drawn from this study is that there is an overwhelming support for English as subject and as Language of Learning and Teaching across schools and participants. The major reason for this preference is that English is associated with economic privilege.;This study has implications for the education of high school youth in South Africa, the sociolinguistic aspects of language in education in general, and in South Africa in particular. Stakeholders in education need to be educated about the pedagogic importance of mother tongue instruction. Research into language in education policy must reflect the historical and political issues affecting language choice and empowerment through language. Finally, the government needs to re-commit itself to the realization of the LIEP by making human and material resources available to schools.