Sindiwe Magona. Photo provided.
Sindiwe Magona is a former primary school teacher and civil servant. She is a prolific author who has produced nine books, among them an autobiographical work, a collection of short stories, a number of novellas and an anthology of poetry.
She has produced various plays and continues to lecture and deliver keynote addresses at universities and conferences, both locally and internationally. Until her retirement in 2003, she contributed immeasurably in various capacities to the work of the United Nations (UN), an organisation she served for 20 years.
Against the background of BELAB (Basic Education Law Amendment Bill), she discusses mother tongue education with Naomi Meyer.
Sindiwe, there is lots of talk about regarding the BELAB at the moment. Some Afrikaans people feel that this amendment bill will ensure that schools will become more English. What are your thoughts on schools using all South African languages, and the importance of children learning in the languages they speak at home?
They are most probably correct, but that is because they are better informed. This problem, as with many others, will be properly addressed only when all parents (or at least the majority) are in a better position to understand and address child-rearing and nurturing issues, including the issue of education.
What can be done to ensure that children learn in their home languages? What can parents do?
This is a very difficult but essential question. Parents, at the present time, can do almost nothing because the majority of parents in South Africa are in no position to make informed decisions. Therefore, the answer to the first part of your question will, as of now, depend on what that minority of parents (and all other caring adults) choose to do about the issue. The education of children (and I mean all the children of Village South Africa) depends on all the conscientious adults of the country (not only those employed in the Department of Education) coming together and working for the resolution of the glitch that prevents our children from thriving. The relevance of home-language education is only part of the essential transformation that is needed, and addressing it in isolation will not be as impactful as may be desired.
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The education of children (and I mean all the children of Village South Africa) depends on all the conscientious adults of the country (not only those employed in the Department of Education) coming together and working for the resolution of the glitch that prevents our children from thriving. The relevance of home-language education is only part of the essential transformation that is needed, and addressing it in isolation will not be as impactful as may be desired.
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Many parents of children speaking languages other than English or Afrikaans are busy surviving, so maybe they don’t have the luxury of time or energy to fight for their home languages. Or do you think they are informed about the importance of learning in their home languages? Any thoughts on ground level?
I believe I’ve already answered this question. The parents to whom you refer are certainly busy surviving and may not, as you suggest, have the time or energy for this, but the truth is that there are also many among this group who have no heart for parenting (they don’t care). The majority of parents (except English and Afrikaans speakers) are not well informed about the relevance of mother-tongue instruction, and until that is a reality this question will, I fear, remain only academic. Even among the new middle class, few follow up with mother-tongue learning for their children.
What is important at the beginning of this academic year, regarding the BELAB? The ministers speak about the importance of integration for society’s children. But should a law be implemented to get this right? And also, how can children learn one another’s languages?
Again, this is (and will remain for the foreseeable future) academic and political. As present, integration is a pipe dream. Until the country deals with the mountainous levels of poverty, integration is an impossibility. Learning another child’s language presupposes proximity. We don’t, as yet, have that, as the country is hopelessly separated along economic strata.
All that said, I am no pessimist. In the absence of actual socioeconomic transformation, we could (if we cared enough) arrange situations – such as camps – designed specifically for the realisation of the goal of transformation. The child growing up in poverty will not access transformation without society affording her space and resources that push her horizon beyond that which she happens to have. Such an undertaking ought to be fun, not only for the children, but for the adults – joy-filled as they “manufacture” transformation instead of forever talking about it.
Also read:
BELAB en moedertaalonderrig: ’n gesprek met Jaco Deacon aan die begin van 2024
BELAB and mother tongue education: an interview with Mphuthumi Ntabeni
The Basic Education Laws Amendment Bill (BELAB): what parents should know
Die Bela-wet is parlementêr aanvaar: ’n onderhoud met Jaco Deacon