Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review

Abstract

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