<html><body><div style="color:#000; background-color:#fff; font-family:HelveticaNeue, Helvetica Neue, Helvetica, Arial, Lucida Grande, sans-serif;font-size:16px"><h1 style="font-size: 1.8em; margin-top: 0px; margin-bottom: 1em; line-height: 1.4; font-family: 'Open Sans', sans-serif; color: rgb(71, 71, 71);" id="yui_3_16_0_1_1441469344223_3332" class="">The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens</h1><div id="yui_3_16_0_1_1441469344223_3537"><dl style="margin: 0px; padding: 0px; border: 0px; font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;" id="yui_3_16_0_1_1441469344223_3540" class=""><dt style="display: inline;" id="yui_3_16_0_1_1441469344223_3542" class=""><strong style="line-height: 1.4;" id="yui_3_16_0_1_1441469344223_3544" class="">DOI:</strong></dt><dd style="margin-left: 3px; display: inline;" id="yui_3_16_0_1_1441469344223_3546" class="">10.1080/13670050.2015.1080659</dd></dl><span style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;" id="yui_3_16_0_1_1441469344223_3548" class="">Syed Abdul Manan</span><sup style="font-family: Verdana, sans-serif;" id="yui_3_16_0_1_1441469344223_3554" class="">*</sup><span style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;" id="yui_3_16_0_1_1441469344223_3556" class="">, Francisco Perlas Dumanig</span><span style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;" id="yui_3_16_0_1_1441469344223_3560" class=""> & Maya Khemlani David</span><div class="" style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;" id="yui_3_16_0_1_1441469344223_3574"><ul style="list-style-type: none; margin-top: 0px; margin-bottom: 0px; padding: 5px 0px; border: none; float: none;" dir="ltr" id="yui_3_16_0_1_1441469344223_3576" class=""><li style="margin: 0px; padding: 0px; list-style: none; float: none;" id="yui_3_16_0_1_1441469344223_3578" class="">Received: 20 Apr 2015</li><li style="margin: 0px; padding: 0px; list-style: none; float: none;" id="yui_3_16_0_1_1441469344223_3580" class="">Accepted: 1 Aug 2015</li><li style="margin: 0px; padding: 0px; list-style: none; float: none;" id="yui_3_16_0_1_1441469344223_3582" class="">Published online: 01 Sep 2015</li></ul><div id="yui_3_16_0_1_1441469344223_3749"><div class="" id="yui_3_16_0_1_1441469344223_3755"><div class="" style="margin: 2px 8px 0px; padding: 8px 8px 0px; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;" id="yui_3_16_0_1_1441469344223_3757"><h2 style="font-size: 20px; margin-top: 0px; margin-bottom: 0px; padding-bottom: 0.555em; line-height: 1; font-family: 'Open Sans', sans-serif; color: rgb(71, 71, 71);" id="yui_3_16_0_1_1441469344223_3759" class=""><br></h2></div></div></div><ul style="list-style-type: none; margin-top: 0px; margin-bottom: 0px; padding: 5px 0px; border: none; float: none;" dir="ltr" class="" id="yui_3_16_0_1_1441469344223_3860"><li style="margin: 0px; padding: 0px; list-style: none; float: none;" id="yui_3_16_0_1_1441469344223_3582" class=""><br></li></ul></div></div><div id="yui_3_16_0_1_1441469344223_3386" dir="ltr"><a href="http://www.tandfonline.com/eprint/x6maHPQUnyck7Nr7qsrc/full#.VesUcxGqqkp" id="yui_3_16_0_1_1441469344223_3395">The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens</a><br></div><div style="width:450px; font-family: 'Georgia', 'Times', 'Times New Roman', 'serif';margin-top:5px; margin-bottom: 5px; background-color: #ffffff;" contenteditable="false" id="enhancrCard_0" class="link-enhancr-attachment link-enhancr-element richcompose-card"><table class="link-enhancr-element" cellspacing="0" cellpadding="0" border="0" style="width:450px; height:170px; position: relative; display: block;" id="yui_3_16_0_1_1441469344223_3527"><tbody id="yui_3_16_0_1_1441469344223_3526"><tr class="link-enhancr-element" id="yui_3_16_0_1_1441469344223_3536"><td class="link-enhancr-element" colspan="8" style="height: 1px; 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line-height: 20px; color: #999999; max-height: 81px; font-family: 'Georgia', 'Times', 'Times New Roman', 'serif';overflow: hidden;" class="link-enhancr-card-description link-enhancr-element" id="yui_3_16_0_1_1441469344223_3862">The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens. . ???aop.label???. doi: 10.1080/1...</div></div></div></td></tr><tr><td colspan="2" class="link-enhancr-element" style="height: 4px; background-color: #ffffff; font-size: 0pt; border-collapse: collapse;"><div class="link-enhancr-element" style="height: 4px; background-color: #ffffff; font-size: 4pt;"></div></td></tr><tr id="yui_3_16_0_1_1441469344223_3873"><td class="link-enhancr-element" style="vertical-align: middle; font-family: 'Arial', 'Helvetica Neue', 'Helvetica', 'sans-serif';"><div class="link-enhancr-element" style="font-size: 0pt;"><a href="http://www.tandfonline.com/eprint/x6maHPQUnyck7Nr7qsrc/full#.VesUcxGqqkp" class="link-enhancr-card-url link-enhancr-element" style="color: black; 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background-color: #e5e5e5; font-size: 1px; line-height:0px"> </div></td></tr></tbody></table></div><div id="yui_3_16_0_1_1441469344223_3386"><br></div><div id="yui_3_16_0_1_1441469344223_3386" dir="ltr"><br></div><div class="" id="yui_3_16_0_1_1441469344223_3755" style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;"><div class="" id="yui_3_16_0_1_1441469344223_3757" style="margin: 2px 8px 0px; padding: 8px 8px 0px; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><h2 id="yui_3_16_0_1_1441469344223_3759" class="" style="margin-top: 0px; margin-bottom: 0px; padding-bottom: 0.555em; font-size: 20px; line-height: 1; font-family: 'Open Sans', sans-serif; color: rgb(71, 71, 71);">ABSTRACT</h2></div></div><div class="" id="yui_3_16_0_1_1441469344223_3753" style="font-family: Verdana, sans-serif; font-size: 10px; line-height: 16px;"><div class="" id="yui_3_16_0_1_1441469344223_3752" style="margin: 0px 8px 9px; padding: 5px 8px 2px; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><div class="" id="yui_3_16_0_1_1441469344223_3751" style="margin-bottom: 20px; font-size: 13px; font-family: 'Open Sans', sans-serif; line-height: 20px;">This study analyses the crisis of English teaching in Pakistan. The study examines stakeholders’ perceptions and classroom practices to identify theoretical fault lines and institutional/pedagogical challenges in the low-fee schools. We deem such research critical in the backdrop of public's heavy reliance and feverish pursuit of low-fee English-medium schools which have expanded exponentially off late. Deploying mixed methodology that utilized a questionnaire, interviews and observation, the research draws information from students, teachers and school principals. Results suggest that most respondents perceive early-English policy inevitable, and believe that the earlier the English-medium policy, the better. Respondents’ majority also views additive multilingual policy unfavorably presuming that more languages will amount to learners’ confusion. Teaching mother tongues is being perceived as waste of time. Actual English teaching practices appear illusory, as direct and contextualized use of English is a rare feature while Urdu stands as the de facto medium of classroom transactions. Grammar-translation methodologies and classrooms activities leave little potential for communicative competence, concept formulation and linguistic internalization. We conclude that although respondents’ support for English-medium policy is rational; however, it is fraught with illusions as neither teaching/learning practices replicate English-medium policy nor bi/multilingual education research supports foreign language as medium for early schooling.</div><div class="" id="yui_3_16_0_1_1441469344223_3764" style="float: none; width: auto; padding: 1px; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><ul class="" id="yui_3_16_0_1_1441469344223_3766" style="margin-top: 0px; padding-right: 0px; padding-left: 0px; list-style-type: none;"><li id="yui_3_16_0_1_1441469344223_3768" class="" style="margin: 0px 20px 10px 0px; padding: 0px; list-style: none; float: left;"><a class="" href="http://www.tandfonline.com/doi/full/10.1080/13670050.2015.1080659#abstract" id="yui_3_16_0_1_1441469344223_3770" style="padding-left: 30px; text-decoration: none; color: rgb(16, 64, 131); display: block; font-weight: bold; line-height: 22px; border: none; background-image: url(http://www.tandfonline.com/imgJawr/cb40302413/templates/jsp/_style2/_tandf/images/txt.gif); background-attachment: scroll; background-position: 0% 50%; background-repeat: no-repeat;">View full text</a></li><li id="yui_3_16_0_1_1441469344223_3772" class="" style="margin: 0px 20px 10px 0px; padding: 0px; list-style: none; float: left;"><a class="" target="_blank" href="http://www.tandfonline.com/doi/pdf/10.1080/13670050.2015.1080659" id="yui_3_16_0_1_1441469344223_3774" style="padding-left: 30px; text-decoration: none; color: rgb(16, 64, 131); display: block; font-weight: bold; line-height: 22px; border: none; background-image: url(http://www.tandfonline.com/imgJawr/cb760281211/templates/jsp/_style2/_tandf/images/pdf.gif); background-attachment: scroll; background-position: 0% 50%; background-repeat: no-repeat;">Download full text</a></li><li id="yui_3_16_0_1_1441469344223_3776" class="" style="margin: 0px 20px 10px 0px; padding: 0px; list-style: none; float: left;"></li></ul></div><h3 id="yui_3_16_0_1_1441469344223_3778" class="" style="margin-top: 0px; margin-bottom: 0px; padding-bottom: 1em; font-size: 1em; line-height: 1.4; color: rgb(71, 71, 71);">KEYWORDS</h3><ul class="" dir="ltr" id="yui_3_16_0_1_1441469344223_3780" style="margin-top: 0px; padding-right: 0px; padding-left: 0px; list-style-type: none;"><li id="yui_3_16_0_1_1441469344223_3782" class="" style="display: inline; margin: 0px; padding: 0px 4px 0px 0px; list-style: none;"><a href="http://www.tandfonline.com/action/doSearch?Keyword=English-medium%20fever" id="yui_3_16_0_1_1441469344223_3784" class="" style="text-decoration: none; color: rgb(16, 64, 131);">English-medium fever</a>, </li><li id="yui_3_16_0_1_1441469344223_3786" class="" style="display: inline; margin: 0px; padding: 0px 4px 0px 0px; list-style: none;"><a href="http://www.tandfonline.com/action/doSearch?Keyword=low-fee%20private%20schools" id="yui_3_16_0_1_1441469344223_3788" class="" style="text-decoration: none; color: rgb(16, 64, 131);">low-fee private schools</a>, </li><li id="yui_3_16_0_1_1441469344223_3790" class="" style="display: inline; margin: 0px; padding: 0px 4px 0px 0px; list-style: none;"><a href="http://www.tandfonline.com/action/doSearch?Keyword=age%20and%20language%20learning" id="yui_3_16_0_1_1441469344223_3792" class="" style="text-decoration: none; color: rgb(16, 64, 131);">age and language learning</a>, </li><li id="yui_3_16_0_1_1441469344223_3794" class="" style="display: inline; margin: 0px; padding: 0px 4px 0px 0px; list-style: none;"><a href="http://www.tandfonline.com/action/doSearch?Keyword=additive%20bi/multilingual%20education" id="yui_3_16_0_1_1441469344223_3796" class="" style="text-decoration: none; color: rgb(16, 64, 131);">additive bi/multilingual education</a>, </li><li id="yui_3_16_0_1_1441469344223_3798" class="" style="display: inline; margin: 0px; padding: 0px 4px 0px 0px; list-style: none;"><a href="http://www.tandfonline.com/action/doSearch?Keyword=Pakistan" id="yui_3_16_0_1_1441469344223_3800" class="" style="text-decoration: none; color: rgb(16, 64, 131);">Pakistan</a></li></ul></div></div> <div style="font-family: HelveticaNeue, Helvetica Neue, Helvetica, Arial, Lucida Grande, sans-serif; font-size: 16px;" id="yui_3_16_0_1_1441469344223_3330"> <div style="font-family: HelveticaNeue, Helvetica Neue, Helvetica, Arial, Lucida Grande, sans-serif; font-size: 16px;" id="yui_3_16_0_1_1441469344223_3329"> <div dir="ltr" id="yui_3_16_0_1_1441469344223_3328"> <hr size="1" id="yui_3_16_0_1_1441469344223_3902"> <font size="2" face="Arial" id="yui_3_16_0_1_1441469344223_3398"> <b><span style="font-weight:bold;">From:</span></b> "lgpolicy-list-request@groups.sas.upenn.edu" <lgpolicy-list-request@groups.sas.upenn.edu><br> <b><span style="font-weight: bold;">To:</span></b> lgpolicy-list@groups.sas.upenn.edu <br> <b><span style="font-weight: bold;">Sent:</span></b> Sunday, September 6, 2015 12:02 AM<br> <b><span style="font-weight: bold;">Subject:</span></b> lgpolicy-list Digest, Vol 77, Issue 9<br> </font> </div> <div class="y_msg_container"><br>Send lgpolicy-list mailing list submissions to<br> <a ymailto="mailto:lgpolicy-list@groups.sas.upenn.edu" href="mailto:lgpolicy-list@groups.sas.upenn.edu">lgpolicy-list@groups.sas.upenn.edu</a><br><br>To subscribe or unsubscribe via the World Wide Web, visit<br> <a href="https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list" target="_blank">https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list</a><br>or, via email, send a message with subject or body 'help' to<br> <a ymailto="mailto:lgpolicy-list-request@groups.sas.upenn.edu" href="mailto:lgpolicy-list-request@groups.sas.upenn.edu">lgpolicy-list-request@groups.sas.upenn.edu</a><br><br>You can reach the person managing the list at<br> <a ymailto="mailto:lgpolicy-list-owner@groups.sas.upenn.edu" href="mailto:lgpolicy-list-owner@groups.sas.upenn.edu">lgpolicy-list-owner@groups.sas.upenn.edu</a><br><br>When replying, please edit your Subject line so it is more specific<br>than "Re: Contents of lgpolicy-list digest..."<br><br><br>Today's Topics:<br><br> 1. What's your pronoun? Now on the Web of Language (Baron, Dennis E)<br> 2. US Dept. of Defense Sets New Policies on Language, Culture<br> Knowledge (Harold Schiffman)<br> 3. South Africa: New Language Policy Planned for Elsenburg After<br> Protests Tagged: Education South Africa Southern Africa tweet<br> share Google+ comment email more Related Topics Education Sudan:<br> Eight Students Shot in Omdurman Ghana: SHS Students High On Drugs<br> - Says GES Director Kenya: Strike Won't Affect National Exams,<br> Kaimenyi Assures Liberia: LTTP Distributing One Million Textbooks<br> in Nimba South Africa Africa: The Politics of Circumcision in<br> South Africa South Africa: World Humanitarian Day - South<br> Sudanese Make a Difference in Their Communities South Africa:<br> Uncertain Business Climate South Africa: Ministers Angie<br> Motshekga and Jeff Radebe Launch 2015 Leg of Operation Phakisa, 6<br> Sept Southern Africa Mozambique: Former President Urges Dialogue<br> with Opposition Leader Malawi: Jail Sentence in Malawi's Cashgate<br> Scandal Zimbabwe: Behind the Dehumanization of African Asylum<br> Seekers Zimbabwe/Guinea: Guinea Arrive for Crunch Tie By Tammy<br> Petersen, News24 Ovayo Zilo says the only Afrikaans s<br> (Harold Schiffman)<br><br><br>----------------------------------------------------------------------<br><br>Message: 1<br>Date: Fri, 4 Sep 2015 17:51:03 +0000<br>From: "Baron, Dennis E" <<a ymailto="mailto:debaron@illinois.edu" href="mailto:debaron@illinois.edu">debaron@illinois.edu</a>><br>Subject: [lg policy] What's your pronoun? Now on the Web of Language<br>To: language language policy <<a ymailto="mailto:lgpolicy-list@groups.sas.upenn.edu" href="mailto:lgpolicy-list@groups.sas.upenn.edu">lgpolicy-list@groups.sas.upenn.edu</a>>,<br> "Baron, Dennis E" <<a ymailto="mailto:debaron@illinois.edu" href="mailto:debaron@illinois.edu">debaron@illinois.edu</a>>, Linguist list<br> <<a ymailto="mailto:linguist@linguistlist.org" href="mailto:linguist@linguistlist.org">linguist@linguistlist.org</a>>, wpa <<a ymailto="mailto:wpa-l@asu.edu" href="mailto:wpa-l@asu.edu">wpa-l@asu.edu</a>>, ADS ads<br> <<a ymailto="mailto:ads-l@listserv.uga.edu" href="mailto:ads-l@listserv.uga.edu">ads-l@listserv.uga.edu</a>><br>Message-ID: <<a ymailto="mailto:72483967-4DF8-41DC-BD82-320290C8A428@illinois.edu" href="mailto:72483967-4DF8-41DC-BD82-320290C8A428@illinois.edu">72483967-4DF8-41DC-BD82-320290C8A428@illinois.edu</a>><br>Content-Type: text/plain; charset="utf-8"<br><br><br>There’s a new post on the Web of Language: What’s your pronoun?<br><br>For most students, back-to-school means new clothes, a new phone, a new laptop, but this year some colleges are offering students a new pronoun as well. Harvard is suggesting the gender-neutral ze, hir, and hirs, though it will accept traditional he and she if students prefer them, and the University of Tennessee adds xe, xem, and xyr. This Fall, students at American University's orientation are asked to break into small groups and introduce themselves with name, major, and preferred pronoun. This year’s Vanderbilt student handbook adopts singular they as an inclusive and welcoming pronoun. And the University of Vermont has been letting students name their own gender and pick their own pronoun for a few years.<br><br>Read the rest of this post on the Web of Language: <a href="http://bit.ly/1O2pw19" target="_blank">http://bit.ly/1O2pw19</a><br>-------------- next part --------------<br>An HTML attachment was scrubbed...<br>URL: <a href="http://groups.sas.upenn.edu/pipermail/lgpolicy-list/attachments/20150904/b1d3dfe2/attachment-0001.html" target="_blank">http://groups.sas.upenn.edu/pipermail/lgpolicy-list/attachments/20150904/b1d3dfe2/attachment-0001.html</a><br><br>------------------------------<br><br>Message: 2<br>Date: Sat, 5 Sep 2015 10:48:23 -0400<br>From: Harold Schiffman <<a ymailto="mailto:hfsclpp@gmail.com" href="mailto:hfsclpp@gmail.com">hfsclpp@gmail.com</a>><br>Subject: [lg policy] US Dept. of Defense Sets New Policies on<br> Language, Culture Knowledge<br>To: lp <<a ymailto="mailto:lgpolicy-list@groups.sas.upenn.edu" href="mailto:lgpolicy-list@groups.sas.upenn.edu">lgpolicy-list@groups.sas.upenn.edu</a>><br>Message-ID:<br> <CAB7VSRCGmUN_vu-_YtGa9c+<a ymailto="mailto:RkwtXjg4NvJ1qi7vmnubWXbBkOw@mail.gmail.com" href="mailto:RkwtXjg4NvJ1qi7vmnubWXbBkOw@mail.gmail.com">RkwtXjg4NvJ1qi7vmnubWXbBkOw@mail.gmail.com</a>><br>Content-Type: text/plain; charset="utf-8"<br><br>DoD Sets New Policies on Language, Culture Knowledge<br>Published: September 4, 2015<br><<a href="http://www.fedweek.com/federal-managers-daily-report/dod-sets-new-policies-on-language-culture-knowledge/" target="_blank">http://www.fedweek.com/federal-managers-daily-report/dod-sets-new-policies-on-language-culture-knowledge/</a>><br>More in: Federal Manager's Daily Report<br><<a href="http://www.fedweek.com/news/federal-managers-daily-report/" target="_blank">http://www.fedweek.com/news/federal-managers-daily-report/</a>><br><br>DoD has issued revised policies for a Defense Language, Regional Expertise<br>and Culture Program, stating that those capabilities “are enduring critical<br>competencies essential to the DoD mission and must be managed to maximize”<br>them.<br><br>Under the guidance, all personnel are to be screened on entering federal<br>service and also at times afterward for foreign language proficiency. That<br>skill is to be encouraged through means such as paying foreign language<br>proficiency pay and authorizing time for self-managed and classroom<br>programs to maintain and improve proficiency.<br><br>“As mission dictates, the DoD will make full use of available language<br>proficiency, regional expertise, and cultural capabilities without regard<br>to Service or DoD agency affiliation, consistent with law and DoD policy,”<br>it says.<br><br>Further, “civilian personnel deploying to foreign territories must possess<br>or have access to an appropriate capability to communicate in the languages<br>of the territories of deployment and at least have a rudimentary<br>understanding of the region and associated culture(s).”<br><br><a href="http://www.fedweek.com/federal-managers-daily-report/dod-sets-new-policies-on-language-culture-knowledge/" target="_blank">http://www.fedweek.com/federal-managers-daily-report/dod-sets-new-policies-on-language-culture-knowledge/</a><br><br><br>-- <br>**************************************<br>N.b.: Listing on the lgpolicy-list is merely intended as a service to its<br>members<br>and implies neither approval, confirmation nor agreement by the owner or<br>sponsor of the list as to the veracity of a message's contents. Members who<br>disagree with a message are encouraged to post a rebuttal, and to write<br>directly to the original sender of any offensive message. A copy of this<br>may be forwarded to this list as well. (H. Schiffman, Moderator)<br><br>For more information about the lgpolicy-list, go to<br><a href="https://groups.sas.upenn.edu/mailman/" target="_blank">https://groups.sas.upenn.edu/mailman/</a><br>listinfo/lgpolicy-list<br>*******************************************<br>-------------- next part --------------<br>An HTML attachment was scrubbed...<br>URL: <a href="http://groups.sas.upenn.edu/pipermail/lgpolicy-list/attachments/20150905/0dfe70ff/attachment-0001.html" target="_blank">http://groups.sas.upenn.edu/pipermail/lgpolicy-list/attachments/20150905/0dfe70ff/attachment-0001.html</a><br><br>------------------------------<br><br>Message: 3<br>Date: Sat, 5 Sep 2015 10:53:54 -0400<br>From: Harold Schiffman <<a ymailto="mailto:hfsclpp@gmail.com" href="mailto:hfsclpp@gmail.com">hfsclpp@gmail.com</a>><br>Subject: [lg policy] South Africa: New Language Policy Planned for<br> Elsenburg After Protests Tagged: Education South Africa Southern<br> Africa tweet share Google+ comment email more Related Topics Education<br> Sudan: Eight Students Shot in Omdurman Ghana: SHS Students High On<br> Drugs - Says GES Director Kenya: Strike Won't Affect National Exams,<br> Kaimenyi Assures Liberia: LTTP Distributing One Million Textbooks in<br> Nimba South Africa Africa: The Politics of Circumcision in South<br> Africa South Africa: World Humanitarian Day - South Sudanese Make a<br> Difference in Their Communities South Africa: Uncertain Business<br> Climate South Africa: Ministers Angie Motshekga and Jeff Radebe Launch<br> 2015 Leg of Operation Phakisa, 6 Sept Southern Africa Mozambique:<br> Former President Urges Dialogue with Opposition Leader Malawi: Jail<br> Sentence in Malawi's Cashgate Scandal Zimbabwe: Behind the<br> Dehumanization of African Asylum Seekers Zimbabwe/Guinea: Guinea<br> Arrive for Crunch Tie By Tammy Petersen, News24 Ovayo Zilo says the<br> only Afrikaans s<br>To: lp <<a ymailto="mailto:lgpolicy-list@groups.sas.upenn.edu" href="mailto:lgpolicy-list@groups.sas.upenn.edu">lgpolicy-list@groups.sas.upenn.edu</a>><br>Message-ID:<br> <CAB7VSRAzVhmvi_ys0Gb+0ct+<a ymailto="mailto:f1HnBD7ZYAiJvF-2TezntbvvLg@mail.gmail.com" href="mailto:f1HnBD7ZYAiJvF-2TezntbvvLg@mail.gmail.com">f1HnBD7ZYAiJvF-2TezntbvvLg@mail.gmail.com</a>><br>Content-Type: text/plain; charset="utf-8"<br><br>3 September 2015<br>News24Wire (Cape Town)<br>South Africa: New Language Policy Planned for Elsenburg After Protests<br><br><br>By Tammy Petersen, News24<br><br>Ovayo Zilo says the only Afrikaans she knows is how to greet.<br><br>"I barely understand the language. The only word I know is môre, because<br>they say that every morning," she said.<br><br>She was one of dozens of students who took part in the protests at<br>Elsenburg Agricultural College in Stellenbosch since Monday against the<br>college's language policy and alleged rampant racism at the institution.<br><br>Deciphering what is being taught during Afrikaans lectures is a mission,<br>Zilo said.<br><br>"I am completely lost - I am unable to engage at all," she said.<br><br>"I spend such a lot of time trying to make sense of what was discussed. The<br>lessons are not translated - part is given in Afrikaans, the other in<br>English. Combining the two is impossible if you don't understand the half<br>of it."<br><br>Calm was restored at the institution on Thursday after students and<br>institution management met on Wednesday to reach a compromise.<br><br>It was agreed that separate lessons will be conducted in both English and<br>Afrikaans and students can decide which lesson they choose to attend.<br><br>English tutors will be available to assist those who missed out on classes<br>during the protests, in which some students demanded lessons be given in<br>English only.<br><br>On Wednesday, before the agreement was reached between protesters and the<br>institution, an upset student told News24 he preferred to "figure things<br>out" on his own as Afrikaans is foreign to him.<br><br>"I am not English. At home, I speak isiXhosa. But what upset me is that<br>English is a universal language which all of us understand. Why are we<br>being alienated with Afrikaans?"<br><br>The college's 50-50 language policy means that most black students<br>understand lessons only 50% of the time, student Liphelo Mpumlwana said.<br><br>She is part of the leadership of Decolonise EIC, which led the protests.<br><br>Language barrier<br><br>There are black students who opted to drop out because of the language<br>barrier, she said.<br><br>"Some can't cope with the pressure of being taught in a language they don't<br>understand."<br><br>But Afrikaans students say black students should have considered this<br>before applying to Elsenburg.<br><br>"This school is marketed as an Afrikaans institution," one student said.<br><br>"It is in an Afrikaans town. If you are against Afrikaans, why enrol here<br>in the first place?"<br><br>He described the protests as "a dumb way of getting what you want".<br><br>"Instead of interrupting everyone else who came here to learn, they should<br>simply have taken their issues to management. That way our precious class<br>time wouldn't have been disrupted."<br><br>New language policy<br><br>But another Afrikaans student said he understood the group's frustration.<br><br>"I would probably feel exactly the same if classes were given in isiXhosa,"<br>he said.<br><br>"However, I feel that non-Afrikaans speakers should have known what was<br>waiting when they applied here. It's not as if Afrikaans classes were<br>introduced yesterday."<br><br>The college falls under the Western Cape Department of Agriculture.<br><br>Its spokesperson Petro van Rhyn said a task team, instituted by the College<br>Council, will engage students and role-players to facilitate the<br>development of a new language policy.<br><br>"Independent mediators, which have been on site for three weeks, will<br>continue to facilitate the transformation process, diversity management<br>training and conflict resolution involving students, lecturers and<br>administrative personnel," she said.<br><br>Mpumlwana said while Decolonise EIC has reached a compromise with<br>management, the language hurdle is one of many which need to be overcome.<br><br>Being a black student at Elsenburg is anything but easy, she said, adding<br>that the group plans to continue engaging on issues surrounding<br>transformation.<br><br> <a href="http://allafrica.com/stories/201509040632.html" target="_blank">http://allafrica.com/stories/201509040632.html</a><br><br><br><br>-- <br>**************************************<br>N.b.: Listing on the lgpolicy-list is merely intended as a service to its<br>members<br>and implies neither approval, confirmation nor agreement by the owner or<br>sponsor of the list as to the veracity of a message's contents. 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