Effects of Language Policies of Nigeria and South Africa on Linguistic Diversity and Classification of Indigenous Languages
Modupe Grace Aroge 
& Leketi Makalela
Issue: Vol.5 No.13 Issue Article 8 pp. 2113-2122
DOI: https://doi.org/10.38159/ehass.20245138 | Published online 7th October, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study investigated the effects of language policies implemented in Nigeria and South Africa on linguistic diversity and how these two nations categorized their indigenous languages. In this present study, qualitative research methodology was used, and a purposive sampling method was used to select Nigeria’s 2013 Language Policy from the National Policy of Education and South Africa’s 1996 Language in Education Policy. Thematic analysis was carried out using Latent Dirichlet Allocation (LDA) software which is a topic modeling methodology that assists in identifying basic themes within wide textual data. The latent level of analysis converged on the implicit ideas, suppositions, notions, and orientations that describe or point out the meaning of the data. The action of incorporating LDA software intensifies the efficiency and level of the qualitative research methodology used to critically examine the language policies of Nigeria and South Africa. The results revealed that the language policies in Nigeria and South Africa have a notable influence on linguistic diversity, supporting the principles of translanguaging and multilingualism. Also, the policies give priority to the inclusion of indigenous languages in education to improve unity and preserve cultural heritage. With a careful survey of language policies and their significance, the results give important and useful recommendations on the increase of inclusivity in language policies for the preservation and promotion of linguistic diversity in different cultural environments. Native languages should be given a notable preference in language policies so that there will be room for the use of translanguaging and multilingual pedagogies in the school systems.
Keywords: Inclusive Education, Indigenous Languages, Language Policy, Linguistic Diversity, Multilingualism, Translanguaging
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Dr. Modupe Grace Aroge, PhD (Obafemi Awolowo University, 2019), is a leading researcher in language, education, and discourse analysis. As a postdoctoral fellow at Witwatersrand University, Johannesburg, she continues to advance her expertise. Dr. Aroge’s affiliations with prominent academic associations and extensive publications in local and international journals have solidified her reputation as a specialist in Discourse analysis, Multimodal discourse, Multilingual literacy, Conversation analysis, and English language classroom interaction. Her scholarly contributions foster critical discourse, intellectual exchange, and community engagement.
Professor Leketi Makalela is a renowned scholar and educator, serving as Deputy Head of School: Research at Wits School of Education and Founding Director of the Hub for Multilingual Education and Literacies (HUMEL). He is a leading expert in translanguaging, multilingual education, language policy, and literacy development. He has published in internationally accredited journals such as World Englishes, Written Communication, and International Journal of Multilingual Research. He is also a Distinguished Visiting Professor at the City University of New York and a National Research Foundation SARCHI holder in Multilingual Education for Social Inclusion and Access.
Aroge, Modupe Grace & Leketi Makalela.“Effects of Language Policies of Nigeria and South Africa on Linguistic Diversity and Classification of Indigenous Languages,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2113-2122. https://doi.org/10.38159/ehass.20245138
© 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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