Honourable House Chairperson,
As we debate International Mother Language Day, the ACDP condemns in the strongest terms, the brutal beheading of 70 Christians, by Allied Democratic Forces (ADF), linked to the Islamic State (IS), in Mayba, Lubero in the DRC. To add insult to injury these Christians were violently beheaded in the sanctuary of a church in Kasanga. This was not an act of terror, but a targeted massacre of Christians. As I have said in numerous debates in this House, we cannot be silent. The ACDP calls on all Christians, Jews, Muslims, Hindus and other faith-based groups to condemn this heinous, barbaric act, this silent genocide, in the strongest terms, lest our silence gives credence to complicity. The ACDP will not be silent.
Honourable House Chairperson, the ACDP positions that, without effective mother tongue education, we will continue to witness increased drop-out rates, and children struggling to cope academically. The ACDP views mother-tongue education in the early grades, with a structured transition to English, as key to learner’s effective education.
Research – both locally and globally – confirms that children learn best when taught in a language they understand. The success of the Eastern Cape Mother Tongue Education Project, where isiXhosa and Sesotho were used beyond Grade 3, proves that early literacy and numeracy flourish when learners grasp basic concepts in their mother tongue.
Studies indicate that where English is introduced too late – without proper bilingual support – learners struggle in later grades, particularly when transitioning to English in Grade 4. Hence, phasing in English must be done carefully, systematically and early.
To ensure success, the ACDP believes we must:
Firstly, strengthen teacher training – we need educators who are fluent in home languages and proficient in English.
Secondly, make high-quality learning materials available – currently, many African languages lack adequate textbooks and resources beyond Grade 3.
Finally, instead of an abrupt shift to English in Grade 4, a phased approach is needed from Grade R, by implementing a structured language transition plan.
The ACDP commits to an inclusive, well-planned language policy that ensures that children’s language leads to children’s understanding.
