1. Deputy director-general: curriculum branch
PORTFOLIO COMMITTEE MEETING PROGRESS ON THE IMPLEMENTATION OF THE INCREMENTAL INTRODUCTION OF AFRICAN LANGUAGES (IIAL)
DR MJ MABOYA
Deputy director-general: curriculum branch
DATE: 28 FEBRUARY 2017
VENUE: CAPE TOWN

2. PRESENTATION OUTLINE Purpose National Development Plan
Policy and Legislative Framework
Objectives of IIAL
Schools not offering IIAL
Schools implementing IIAL
Progress
Projections
Challenges and Remedial Measures
Recommendations 2

3. To present a progress report on the Implementation of IIAL
1. PURPOSE
To present a progress report on the Implementation of IIAL 3

4. 2. NATIONAL DEVELOPMENT PLAN (NDP)
The NDP:471 states that:
“Since a few non-African South Africans speak any African language, a second challenge is to encourage those for whom an African language is not a mother tongue to develop at least a conversational competency in one of these languages. This will enrich the experience of the language learners. Both government and society should promote and celebrate this form of multilingualism. Knowing each others’ languages can play a profound role in promoting understanding and developing social cohesion.” 4

5. 3. POLICY AND LEGISLATIVE FRAMEWORK
The IIAL is underpinned by the following policies and legislations:
The Constitution of the Republic of South Africa
The South African Schools Act 84 of 1996 (SASA)
The National Education Policy Act 1996 (Act 27 of 1996)
The Language in Education Policy (LiEP) 1997
The National Curriculum Statement - Grades R-12 (Curriculum and Assessment Policy Statement [CAPS])
Recommendations of the National Development Plan (NDP) 5

6. 4. OBJECTIVES OF IIAL
Strengthen the use of African languages at a home language level;
Improve proficiency in and utility of the previously marginalized African languages;
Increase access to languages by all learners, beyond English and Afrikaans;
Promote social cohesion;
Expand opportunities for the development of African languages to help preserve heritage and cultures.
Ensure that all learners offer at least one previously marginalised official African language as part of their curriculum requirement; and
Target all schools that are currently not offering a previously marginalised official African language (3 558); 6

7. 5. SCHOOLS NOT OFFERING IIAL
Prov
Target Schools
Languages
Learners GP
682
IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga
74511
KZN
686
IsiZulu, IsiXhosa, Sesotho
20126 MP
184
Siswati, IsiZulu, IsiNdebele
360 EC
508
IsiXhosa and Sesotho
22945 NW
260
Setswana, IsiXhosa and IsiZulu
8007 FS
147
Sesotho, IsiXhosa, IsiZulu and Setswana
11689 NC 29
Setswana and IsiXhosa
17381 LP
245
Sepedi, Setswana, Tshivenda, and Xitsonga
14358 WC
817
IsiXhosa
1320
Total
3 558
170697 7

8. 6. SCHOOLS IMPLEMENTING IIAL
Prov
2016 IIAL Schools
Languages
Teachers
Classes
Learners GP
198
IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga
818
1788
74511
KZN
309
IsiZulu, IsiXhosa, Sesotho
1211
20126 MP 4
Siswati, IsiZulu, IsiNdebele 9
360 EC
134
IsiXhosa and Sesotho
1506
22945 NW 35
Setswana, IsiXhosa and IsiZulu
372
8007 FS 93
Sesotho, IsiXhosa, IsiZulu and Setswana
474
11689 NC 8
Setswana and IsiXhosa
435
17381 LP 51
Sepedi, Setswana, Tshivenda, and Xitsonga
359
14358 WC 10
IsiXhosa 33
1320
Total
842
1462
6187
170697 8

9. 7. PROGRESS 9

10. 7.1 THE IIAL CURRICULUM
The National Curriculum Statement (NCS) requires learners to offer two official languages, one of which must be the language of learning and teaching, and the other one as a subject.
One language should be offered at Home Language level and the other one at First Additional Language level.
There was no Second Additional Language (SAL) CAPS in the Foundation Phase.
In 2015, the DBE appointed a task team to develop SAL CAPS in English.
The FP SAL CAPS was versioned into the other ten official languages:
The FP SAL CAPS were quality assured, printed and distributed to all schools that are implementing the IIAL.
IsiZulu
Sesotho
IsiXhosa
Sepedi
IsiNdebele
Setswana
Siswati
Xitsonga
Tshivenda
Afrikaans 10

11. 7.2 LTSM AND OTHER RESOURCES
In 2015 the DBE developed the Foundation Phase SAL Toolkit and distributed to all schools that are implementing the IIAL. The Toolkit comprises:
Foundation Phase Curriculum and Assessment Policy Statement (CAPS) for Second Additional Language;
Big Books;
A set of Conversational Posters;
An anthology of stories, songs and poems in all 11 languages;
An Audio Compact disk with songs and dialogues in all 11 languages; and
Lesson Plans which include activities and exemplar assessment tasks. 11

12. 7.3 TEACHER PROVISIONING AND DEVELOPMENT
In 2013, the National Core Training Team (NTT) capacitated provinces to cascade the IIAL training to all prospective teachers in all the districts.
66 and 70 subject advisors were trained in 2013 and 2014 respectively on SAL CAPS Grade 1-3 and the utilisation of IIAL Toolkit.
735 teachers have received IIAL orientation in 2016.
Provincial IIAL teacher orientation workshops are held regularly on an on-going basis. 12

13. 7.3 TEACHER PROVISIONING AND DEVELOPMENT CONT …
Province
Training Date
No of Teachers Trained WC
18-22 Jan 2016 7 FS
16-19 Feb 2016
110 GP
25-28 Jan 2016 and 1-4 Feb 2016
289
KZN
28-30 Jan 2016
No indication LP
4-6 Feb 2016 58 NC
15-19 Feb 2016 36 NW
19-20 May 2016 35 EC
22-25 Feb 2016
200 MP
Not reported
Total
735 13

14. 7.3 TEACHER PROVISIONING AND DEVELOPMENT CONT..
Provinces, depending on their contexts, are using different teacher provisioning models which include: new appointments; teachers in addition; retired teachers; teachers from existing staff establishment; and itinerant teachers.
All 842 schools currently implementing IIAL have teachers:
GP is using IIAL teachers for the 12 pilot schools and teachers from existing staff establishment for the rest of the implementing schools;
KZN and EC are using educators declared in addition;
NC, NW, FS and KZN appointed IIAL teachers;
WC is utilising itinerant teachers;
In 2014 and 2015 MP used retired teachers, student teachers and SGB appointments. Due to budgetary constraints, only 4 out of 41 schools managed to sustain IIAL implementation in 2016.
The same modus operandi is expected to be used in 2017 implementation and beyond. 14

15. 7.4 ASSESSMENT
Exemplar assessment tasks are included in the Lesson Plans, which are part of the IIAL SAL Toolkit.
The IIAL SAL Toolkit was distributed to all participating schools.
IIAL does not form part of the SBA for promotion purposes.
It is not for progression purposes. 15

16. 7.5 MONITORING AND SUPPORT
According to the DBE Annual Performance Plan (APP) 2016/17 a total of sixty schools (20 per annum) that are implementing the IIAL will be monitored as part of the Medium-Term targets for 2016/17, 2017/18, 2018/19 and 2019/2020. Schools will be monitored during April, May and August.
The school monitoring visits include an interview with the principal/deputy principal and the teacher and an observation of an IIAL lesson.
Additional monitoring and support will be provided through:
Quarterly inter-provincial teleconferences
The National Strategy for Learner Attainment (NSLA)
Provincial Oversight Visits
Subject Committee Meetings 16

17. Projection of number of schools implementing IIAL in 2017-2020
8. PROJECTIONS
The IIAL implementation will continue to target schools that are currently not offering a previously marginalised official African language as projected in the Table below:
Projection of number of schools implementing IIAL in
Year of Implementation
2016/17
2017/18
2018/19
2019/20
Total No of Schools
842
1779
2669
3558
Percentage
24%
50%
75%
100%
Total No of New Schools
937
890
889 17

18. 8. PROJECTIONS CONT… Languages 29% 45% 2% 26% 13% 63% 28% 21% 1% 24%
Prov
Target Schools
Languages
2016 IIAL Schools
2017
2018 Target No  %
 50%
 75% GP
682
IsiZulu, IsiXhosa, Setswana, Sesotho, Sepedi, and Xitsonga
198
29%
341
511.50
KZN
686
IsiZulu, IsiXhosa, Sesotho
309
45%
343
514.50 MP
184
Siswati, IsiZulu, IsiNdebele 4 2% 92
138 EC
508
IsiXhosa and Sesotho
134
26%
254
381 NW
260
Setswana, IsiXhosa and IsiZulu 35
13%
130
195 FS
147
Sesotho, IsiXhosa, IsiZulu and Setswana 93
63%
73.50
110.25 NC 29
Setswana and IsiXhosa 8
28%
14.50
21.75 LP
245
Sepedi, Setswana, Tshivenda, and Xitsonga 51
21%
122.50
183.75 WC
817
IsiXhosa 10 1%
408.50
612.75
Total
3 558
842
24%
1 779
2 669
* Mpumalanga piloted IIAL in 41 schools in 2014 and In 2016, only 4 schools implemented due to budgetary constraints. 18

19. 9. CHALLENGES AND REMEDIAL MEASURES
Post provisioning
IIAL Bid to the National Treasury
Provinces to use teacher provisioning model that suit their context, e.g. itinerant teacher, retired teachers, teachers from existing staff establishment
Attitude towards African languages
Vigorous advocacy campaigns
Use of best practices
Distance between schools
Clustering of schools within a circuit
Budgetary constraints
Partnership with relevant stakeholders
IIAL dedicated budget from the National Treasury 19

20. 10. RECOMMENDATION
It is recommended that the Portfolio Committee discusses the progress report and provide inputs and guidance. 20