Beyond neo-liberal instructional models: Why multilingual instruction matters for South African skills development

Abstract

The dominant position of neo-liberal monolingual medium of instruction practices has created myths and fallacies about the utility of English as the sole language of skills development and training in South Africa. With a specific focus on Further Education and Training (FET) colleges, this position paper motivates for multilingual medium of instruction models as an alternative that aligns with a progressive agenda for South African skills development. The paper challenges those conventional and predominant approaches that inform the FET college skills development system in South Africa. In their stead, this paper suggests epistemological imaginations that take into account the social fabric and the diverse skills needs of the wider South African society.