Deconstructing language myths: which languages of learning and teaching in South Africa?

In this article we argue for the use of African languages as Languages of Learning and Teaching (LoLT) for native speakers of such language in South Africa. We believe that both public and academic debate is influenced by a set of ‘language myths’: 1) only one language should be used; 2) the earlier one starts using English as LoLT, the better; 3) using English as LoLT improves English proficiency. These myths be seen as a direct manifestation of Western hegemony, and English-functional arguments are often the terms of reference. We will try a different approach by highlighting the advantages of using an African language (i.e. isiXhosa) as LoLT and, whenever possible, we will try to put English on the ‘defence stand’. The purpose of this paper is not to advocate the substitution of English with an African language. We believe that bilingual education is the appropriate choice for South Africa, but in order to achieve full equality between English and the African languages in education, arguments in support of the latter must be put forward proactively. With our paper, we hope to contribute to this new perspective.