AFL2602: African Language Experience | Assignment 2 | May 2026
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF HUMAN SCIENCES
AFL2602
African Language Experience
ASSIGNMENT 2
Semester: 1st Semester 2026
Due Date: 31 May 2026
Total Marks: 100 Marks
Language Focus: Zulu / Xhosa / Sesotho (choose one)
Submission: myUnisa online portal
MAY 2026 UPDATES
This is Assignment 2 for the 1st Semester 2026. It builds on the foundational knowledge assessed in
Assignment 1. Ensure you have studied Units 4–6 of the AFL2602 study guide before attempting this
assignment. Previous semester versions are not applicable.
SECTION 1: GENERAL INSTRUCTIONS
Assignment 2 covers Units 4–6 of the AFL2602 study guide, which focus on sociolinguistics,
language policy, language in education, and advanced communicative competence. This
assignment carries 100 marks and contributes to your year mark.
Please observe the following instructions:
1. Answer ALL questions in SECTIONS A, B, and C.
2. Respond in the African language you registered for unless the question specifies
English.
3. All written responses must be typed using 12pt Arial font with 1.5 line spacing.
4. Reference all sources using the Harvard (UNISA) referencing style.
5. Plagiarism and the use of undisclosed AI-generated content constitute academic
misconduct.
University of South Africa (UNISA) 1 of 5
, AFL2602: African Language Experience | Assignment 2 | May 2026
6. Submit via myUnisa portal before 23:59 on 31 May 2026. Late submissions incur a
10-mark penalty per day.
SECTION A: SOCIOLINGUISTICS AND LANGUAGE POLICY
This section examines your understanding of the social dimensions of language use,
multilingualism in South Africa, and the role of language policy in shaping linguistic
landscapes.
Question 1: Multilingualism and Language Attitudes (20 Marks)
South Africa is officially a multilingual country with 12 official languages. Despite
constitutional recognition, African languages continue to face marginalisation in many public
domains.
1.1 Define the concept of 'language attitude' and explain how positive or negative attitudes
towards African languages can influence language maintenance or shift within a community.
Use examples from your chosen language group to support your answer. (10 marks)
1.2 Discuss the concept of 'diglossia' as it applies to the use of your chosen African
language alongside English in South Africa. In your discussion, identify at least TWO
domains (e.g., home, education, workplace, religion) where each language tends to be used
and explain the social factors that determine this distribution. (10 marks)
Question 2: Language Policy and the Constitution (20 Marks)
The South African Constitution (Act 108 of 1996) makes specific provisions for the status
and use of official languages.
2.1 With reference to Section 6 of the Constitution and the Use of Official Languages Act
(No. 12 of 2012), critically discuss whether South Africa's language policy adequately
promotes and protects African languages in government and public life. Provide a balanced
argument with at least THREE supporting points. (12 marks)
2.2 The Pan South African Language Board (PanSALB) was established to promote and
create conditions for the development of all official languages. Evaluate the effectiveness of
PanSALB in fulfilling its mandate with respect to your chosen African language. Support your
evaluation with specific examples. (8 marks)
SECTION B: LANGUAGE IN EDUCATION
Language in education is a critical area of applied linguistics. This section assesses your
understanding of the role of African languages as media of instruction and as subjects of
study within the South African schooling system.
Question 3: Mother-Tongue Based Bilingual Education (20 Marks)
The Department of Basic Education promotes the use of home/mother-tongue languages as
media of instruction in the Foundation Phase (Grades R–3).
3.1 Explain the concept of Mother-Tongue Based Bilingual Education (MTBBE). Discuss
THREE research-supported benefits of MTBBE for learners whose home language is an
African language, drawing on evidence from the literature. (10 marks)
3.2 Despite policy support for MTBBE, many parents and learners prefer English as the
medium of instruction from the earliest grades. Discuss TWO socioeconomic and TWO
attitudinal factors that contribute to this preference and suggest how educators and
policymakers might address these challenges. (10 marks)
University of South Africa (UNISA) 2 of 5
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF HUMAN SCIENCES
AFL2602
African Language Experience
ASSIGNMENT 2
Semester: 1st Semester 2026
Due Date: 31 May 2026
Total Marks: 100 Marks
Language Focus: Zulu / Xhosa / Sesotho (choose one)
Submission: myUnisa online portal
MAY 2026 UPDATES
This is Assignment 2 for the 1st Semester 2026. It builds on the foundational knowledge assessed in
Assignment 1. Ensure you have studied Units 4–6 of the AFL2602 study guide before attempting this
assignment. Previous semester versions are not applicable.
SECTION 1: GENERAL INSTRUCTIONS
Assignment 2 covers Units 4–6 of the AFL2602 study guide, which focus on sociolinguistics,
language policy, language in education, and advanced communicative competence. This
assignment carries 100 marks and contributes to your year mark.
Please observe the following instructions:
1. Answer ALL questions in SECTIONS A, B, and C.
2. Respond in the African language you registered for unless the question specifies
English.
3. All written responses must be typed using 12pt Arial font with 1.5 line spacing.
4. Reference all sources using the Harvard (UNISA) referencing style.
5. Plagiarism and the use of undisclosed AI-generated content constitute academic
misconduct.
University of South Africa (UNISA) 1 of 5
, AFL2602: African Language Experience | Assignment 2 | May 2026
6. Submit via myUnisa portal before 23:59 on 31 May 2026. Late submissions incur a
10-mark penalty per day.
SECTION A: SOCIOLINGUISTICS AND LANGUAGE POLICY
This section examines your understanding of the social dimensions of language use,
multilingualism in South Africa, and the role of language policy in shaping linguistic
landscapes.
Question 1: Multilingualism and Language Attitudes (20 Marks)
South Africa is officially a multilingual country with 12 official languages. Despite
constitutional recognition, African languages continue to face marginalisation in many public
domains.
1.1 Define the concept of 'language attitude' and explain how positive or negative attitudes
towards African languages can influence language maintenance or shift within a community.
Use examples from your chosen language group to support your answer. (10 marks)
1.2 Discuss the concept of 'diglossia' as it applies to the use of your chosen African
language alongside English in South Africa. In your discussion, identify at least TWO
domains (e.g., home, education, workplace, religion) where each language tends to be used
and explain the social factors that determine this distribution. (10 marks)
Question 2: Language Policy and the Constitution (20 Marks)
The South African Constitution (Act 108 of 1996) makes specific provisions for the status
and use of official languages.
2.1 With reference to Section 6 of the Constitution and the Use of Official Languages Act
(No. 12 of 2012), critically discuss whether South Africa's language policy adequately
promotes and protects African languages in government and public life. Provide a balanced
argument with at least THREE supporting points. (12 marks)
2.2 The Pan South African Language Board (PanSALB) was established to promote and
create conditions for the development of all official languages. Evaluate the effectiveness of
PanSALB in fulfilling its mandate with respect to your chosen African language. Support your
evaluation with specific examples. (8 marks)
SECTION B: LANGUAGE IN EDUCATION
Language in education is a critical area of applied linguistics. This section assesses your
understanding of the role of African languages as media of instruction and as subjects of
study within the South African schooling system.
Question 3: Mother-Tongue Based Bilingual Education (20 Marks)
The Department of Basic Education promotes the use of home/mother-tongue languages as
media of instruction in the Foundation Phase (Grades R–3).
3.1 Explain the concept of Mother-Tongue Based Bilingual Education (MTBBE). Discuss
THREE research-supported benefits of MTBBE for learners whose home language is an
African language, drawing on evidence from the literature. (10 marks)
3.2 Despite policy support for MTBBE, many parents and learners prefer English as the
medium of instruction from the earliest grades. Discuss TWO socioeconomic and TWO
attitudinal factors that contribute to this preference and suggest how educators and
policymakers might address these challenges. (10 marks)
University of South Africa (UNISA) 2 of 5
