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In the decade since 1994, an interesting number of learners from isiZulu-speaking contexts in KwaZulu-Natal(South Africa)have been attending former White and Indian schools, now called multiracial schools, and are being educated primarily through the medium of English.However, in most multiracial schools the language policies have not changed to accomodate the fact that a new racial group with a different primary language has been admitted to the school.
Hence this study investigates the challenges faced by the African learners in these multiracial schools, in terms of their linguistic and cultural identities.
Language, of course, plays a substantial role in identity construction, and all the more so in South Africa, given our history of the second half of the 20th century.
Analysis should help everyone involved in education matters that includes parents, learners,schools and governments in making informed language-in-education decisions and policies.
Dlamini holds a B.A.Ed.(University of the North)B.A.
Honours in Applied Linguistics, Graduate Certificate of Proficiency in Translation and Master of Arts in Applied Linguistics(University of KwaZulu-Natal).
Her areas of specialisation and interest are sociocultural linguistics.
She works for the Dept of Arts & Culture KZN (South Africa)
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