J. Sibanda

Renewed policy interest in extended mother tongue instruction: From mother tongue-based bilingual education as transition to mother tongue-based bilingual education as transformation

Background: Despite the rhetoric of additive bilingualism, post-apartheid South African education is characterised by hierarchical colonial arrangements in which early-exit mother tongue-based bilingual education (MTBBE) models undermine literacy at the Grade 4 transition, reproducing linguistic and epistemic injustice...