Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review
Ijeoma C. Ogbonnaya 
& Dalsy N. Els
Issue: Vol.5 No.13 Issue Article 14 pp. 2177-2190
DOI: https://doi.org/10.38159/ehass.202451314 | Published online 17th October, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Despite the intensification of multilingual education policies over the last four decades, only a few studies have focused on their impact on learning outcomes. These studies are neither recent nor systematic. This study systematically reviewed research evidence on how multilingual education policies impact learning outcomes that intersect with broader social, cultural, and political contexts in South Africa. Various data collection methods were used, including document analysis, online database searches, and examination of government websites. The data span between 2013 and 2023, focusing specifically on language rights, linguistic diversity, and the efficacy of language instruction. The authors explored effective strategies to support students in multilingual classrooms. One of the findings showed that although multilingual education policies have a positive impact on learning outcomes, they have their challenges, resulting in declines in students’ achievements. The study contributed to new research by proposing a framework called “Mother Tongue-Multilingual Education (MT-ME) to improve the implementation of multilingual education in South African universities.
Keywords: Education Policies, Language, Mother Tongue, Multilingual Education
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Dr. Ijeoma C. Ogbonnaya is a lecturer at the University of the Free State, South Africa. She specializes in Economics education and has published articles in reputable journals. Dr Ogbonnayas’ research interest centres on the pedagogy of teaching, with a focus on exploring innovative and effective methods to enhance learning outcomes on difficult topics in economics. She is known for her innovative approach to education, blending theory with practical insights to equip her students with the skills necessary for academic and professional success.
Ms. Els Dalsy is currently a masters student at the University of the Free state, South Africa. Els is an emerging researcher in the field of social science and commerce education.
Ogbonnaya, Ijeoma C. & Dalsy N. Els. “Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2177-2190. https://doi.org/10.38159/ehass.202451314
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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