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15 March 2023 | Story Prof Theodorus du Plessis | Photo Supplied
Prof Theodorus du Plessis is from the Department of South African Sign Language and Deaf Studies at the University of the Free State (UFS)

 

Opinion article by Prof Theodorus du Plessis, Department of South African Sign Language and Deaf Studies, University of the Free State.

The South African public initially had until 30 June 2022 to respond to the Constitution Eighteenth Amendment Bill, B1 – 2023, but the date was later moved to 25 February 2023. With this bill, the Minister of Justice and Constitutional Development intends to amend section 6 (1) of the constitution in such a way that South African Sign Language (SASL) is added to the list of 11 existing official languages. 

The intended amendment changes the current constitutional status of SASL from a language recognised (albeit by implication) in section 6(5) in terms of the Pan South African Language Board (PanSALB), to a language that is part of the state’s language mandate. The constitution specifically tasks PanSALB with the development and promotion of three language groups, namely the official languages, the non-Bantu indigenous click languages (in the constitution illogically mentioned as the “Khoi, Nama and San languages”) and “sign language” (note, not SASL in particular). The amendment therefore means that PanSALB’s language mandate is now limited to only two groups of languages: the official languages (with SASL as the 12th) and the mentioned click languages. The third group, which is represented by the generic term ‘sign language’, obviously falls away. 

Intended constitutional amendment significantly expands SASL’s status

Incidentally, PanSALB takes its mandate in relation to SASL seriously, as evidenced by the establishment of the SASL National Language Board in 2002 in terms of the Pan South African Language Board Act, 1995 (as amended in 1999) – this is in addition to similar language bodies for each of the official languages, the click languages, and the so-called heritage languages (Hindi, French, etc.). The SASL Charter published in 2020 – so far, the only language charter for any of the languages that form part of PanSALB’s language mandate – is another telling example.

It is otherwise noteworthy that the intended constitutional amendment now significantly expands SASL’s (still not by name) status – already recognised since 1996 – as the official language for the purpose of learning at a public school in terms of the South African Schools Act. This law talks about “a recognised sign language”. According to the Department of Basic Education's 2002 revised National Curriculum Statement for Home Language, PanSALB is responsible for such recognition. In principle and, of course, subject to the restrictions and conditions of articles 6(2)-6(4) of the constitution, SASL can now be used as a language of state administration in addition to the existing 11 official languages – this is in accordance with the Organisation for Economic Cooperation and Development's (OECD) definition of what an official language is and must do. 

The intended amendment also changes the exceptional status that SASL enjoys in terms of the Use of Official Languages Act, 2012 (UOLA); in fact, a status not enjoyed by the official languages. This act requires state entities to develop a language policy that must prescribe how official languages will be used to effectively communicate with the public; note – without being specific. Their policies must, however, also prescribe how effective communication will be with a member of the public who chooses SASL (this time by name) as their preferred language! UOLA therefore grants a right to a user of SASL that a user of an official language does not enjoy. In fact, UOLA goes even further by granting a similar right to a member of the public who prefers a non-official language as a preferred language, for example Portuguese or Swahili. The intended amendment to the constitutional status of SASL means that this outstanding privilege of SASL (and for that matter probably also of the unofficial languages) will have to be removed from UOLA. 

What shines through, is that SASL, in addition to the admittedly lesser form of constitutional recognition, already enjoys exceptional recognition in other legislation – legislation that we can classify as language legislation. One must, however, remember that many of the users of SASL are not only part of a linguistic minority, but as persons with a hearing impairment are also included in the community of persons with a disability. Legislation relating to this minority also gives recognition to SASL, albeit sometimes indirectly by referring to the rights of persons with hearing impairments.

Legislation relating to labour matters, such as the Equal Employment Act 2010, serves as a telling example of this. Regulations arising from the latter require, among other things, that an employer must provide an interpreting service to employees with a hearing impairment – this amounts to the ‘official’ use of SASL within the workplace, even if it is not the official language of the relevant institution. 

This immediately makes one wonder why it is necessary to make SASL the 12th official language? In his invitation to the public to comment on the proposed amendment to the legislation, the Minister of Justice presents several arguments as to why empowerment is essential. This entails that officialisation will lead to the cultural acceptance of SASL and of the relevant community, promote substantive equality, and prevent unfair discrimination on the basis of disability. Obvious arguments that have little to do with the typical functions of an official language are, for example, the language of laws and regulations, government records, official forms (for example in relation to birth registrations), written communication between and within government institutions, or the spoken language of government officials in the performance of their official duties. The Minister's arguments seem to be largely moralistic in nature and rather relate to the symbolic value of an official language and not to its functional value.

But the bigger problem is that the Minister's arguments seem to make a connection between the rights contained in the constitution's Bill of Rights and the country's official languages, which almost make the enjoyment of these rights subject to official language status. This is noted where he argues that the empowerment of SASL will have an effect on the realisation of the right to equality in article 9 of the Charter. This way of thinking is rather strange for two reasons – firstly, since two of the five subsections under this clause do not directly relate to language, and secondly, since the reference to language in section 9(3) (and through cross-reference in the two remaining articles) relate to a linguistic human right – this is a type of universal language right that a person enjoys regardless of the status of the person's language. The universal linguistic human right contained in article 9 is that the state may not unfairly discriminate against anyone on one or more grounds, including culture and language. Markedly, this provision refers neither to a citizen nor to an official language, which implies that any person with a hearing impairment already enjoys the relevant language right regardless of whether SASL is an official language or not. 

In fact, the only linguistic human right of the Charter that is indeed linked to an official language, is your right to education in an official language(s) of your choice as contained in article 29. Wisely, legislature already made it possible in 1996 for a person with a hearing impairment to also enjoy this linguistic human right. The rest of the linguistic human rights contained in the Charter do not relate to official languages, namely the right to use your language of choice in non-official language domains (section 30), the right not to restrict the use of your language within the community in which you participate (section 31), the right to be tried in the language that an accused person understands or to have the proceedings interpreted in such a language (section 35), the right to receive information regarding arrest and detention in a language that an accused person understands (also article 35), and the right to self-determination by a community that shares a common language (article 235). Therefore, a person with a hearing impairment who prefers SASL as their preferred language, just like a hearing person who prefers a spoken language as their preferred language, already has a claim to all these linguistic human rights, even if that language is not recognised as an official language. 

Officialising SASL will have no significant effect on any linguistic human rights

In short, officialising SASL will in principle have no significant effect on any of the linguistic human rights in the Bill of Rights, because persons with hearing impairment already enjoy these rights. If the Minister is of the opinion that they do not enjoy these rights and he therefore wants to make a constitutional amendment, this means – strictly speaking – that there is a systemic problem somewhere that should be investigated. Put simply, what is needed is not necessarily additional legal intervention but rather law enforcement. What is needed is for the state to make it possible for persons with hearing impairments to enjoy their linguistic human rights. More implementation – not more legislation – is what is needed now. 

What we learn from this case, is that there are misplaced expectations about what an official language can or should mean to you as a person. A first lesson is that all persons enjoy the same linguistic human rights and that these rights, except for education, are not linked to official languages. A second lesson is that if your language is indeed an official language, you have very few claims to specific language rights in this language, simply because of the legal restrictions that the state does not necessarily háve to use more than three official languages. At most, you can only hope that you will at least be able to get along more or less with one of the three chosen languages at any given time. A third lesson is that because of its exceptional status, SASL is not subject to this restriction and that users of SASL therefore have a right to language choice in terms of interaction with the state, which speakers of the official languages do not enjoy. A fourth lesson is that, for the sake of fairness, SASL will have to give up this status as soon as the language becomes official, which will actually disadvantage this minority.

Why is it unnecessary to make SASL an official language?

So, why is it unnecessary to make SASL an official language? Within the current dispensation, this will merely grant symbolic recognition to the language, which will not necessarily grant more rights to persons with hearing impairment than they currently already enjoy. Apart from their claim to exactly the same linguistic human rights as hearing people, persons who choose SASL as their preferred language enjoy the exceptional right that state entities must respect this choice, a right that hearing citizens do not enjoy. Instead of creating false expectations about the implications of the officialisation of SASL among the hearing-impaired community, the state should instead make this community aware of the rights that they already enjoy in terms of existing legislation and, above all, fulfil its duty towards this community by ensuring that these rights are realisable. One's fear is that the obsession with the officialisation of SASL will end up being just another smokescreen for neglect of duty by the state. 

News Archive

Qwaqwa Campus opens: Prof. PA Mbati's speech
2005-01-22

Official welcome speech by Prof. PA Mbati for 2005 first year students held on Saturday 22nd January 2005. Program Director, The Chief Director Operations Rev. Kiepi Jaftha, Dean of Students Dr. Natie Luyt, Program Head of the Faculty of Humanities, Dr. Elias Malete, Program Head of Faculty of Natural and Agricultural Sciences, Prof. Riaan Luyt, Acting Program Head of the Faculty of Economics and Management Sciences Prof. Andries Venter, Deputy Director Student Affairs Mr. Teboho Manchu, Coordinator Finance: Mrs. Elizabeth Nchapi, Senior Librarian Mr. Stoffel Kok, Senior Magistrate Mr Saul Mohosho, SRC President Mr. Tello Motloung, members of staff, invited guests, parents, guardians, my dear students, ladies and gentlemen.

It is indeed my pleasure to welcome you to the official welcoming ceremony of the UFS-Qwaqwa Campus 2005 first year students. Our Rector and Vice Chancellor Professor Frederick has requested me to pass to you his warmest wishes and regards on this special occasion. I am confident that the orientation exercise in which you have participated has achieved the desired effect of introducing you to your new way of life here on campus, and that you are now sufficiently prepared to get on with the rigors of being a student at this University.

Following the restructuring of the higher education landscape, the Qwaqwa campus was incorporated into the University of the Free State with effect from January 1 2003 . As a consequence, Management was faced with a whole complex series of challenges including, primarily making the campus financially viable, but also ensuring that it remains relevant in it’s core business as a satellite campus of the University of the Free State in terms of its teaching, learning, research and community service responsibilities.

A whole series of strategic planning workshops were conducted last year with both internal and external stakeholders. Various important strategic objectives were flagged out, and the next level of consultation will take place soon. I know that there is a lot of eagerness, sometimes to the level of impatience to see this process completed as quickly as possible. But again on the other hand, due to the far reaching consequences of any hasty decisions, plus the need for a carefully planned process, we need to be a little more patient before the implementation of the strategic objectives is implemented. You will be kept informed as this important and critical aspect in the evolution of our campus takes place.

As a response to the need for a more effective governance model on the Qwaqwa campus, a review of the governance structure was completed towards the end of 2004 and will soon serve before the Executive of the Executive Management for approval.

Due to the importance that top management attaches to the development of an effective governance on the Qwaqwa campus, the process was facilitated by an internationally acclaimed consultant. Again the contents of the revised governance model will be made known to the campus and the broader community once it is approved.

I am glad to report that in recognition of the need to improve the infrastructure on campus to provide a conducive learning atmosphere to our students, a total of 8.2 million rands was made available towards the end of 2004 for recapitalization of specifically our student residences and lecture venues. The first phase of the residence renovation is completed and residences C, D and E have now been officially handed over to the University by the Contractor. Among the features of the renovated residences is that they will now computer rooms, kitchenettes for cooking, and a redesigned TV room. The rooms have even been fitted with heaters. Our challenge will now be to maintain our newly acquired facilities and to ensure that they do not again deteriorate to an un-acceptable level. The second phase of renovation will start soon.

As indicated in my address during the orientation week, our obligation to you as a campus is to offer you quality training to the best of our ability, and to disseminate this knowledge to you within a conducive atmosphere worthy of good learning. On the other hand, our students have to take advantage of this opportunity to acquire the necessary skills and training in the various academic programs that we offer on campus.

We have a very simple agenda on this campus – our vision is to continuously strive to build and develop the Qwaqwa campus of University of the Free State into a truly quality institution of higher learning in our country. To develop a tradition and culture in which we are proud of who we are, and constantly and tirelessly working towards excellence in our academic programs, and other non-academic but core and important aspects in your growth and development such as sport and community service. To nurture young conscientious citizens who are aware of their duties and responsibilities. Ultimately to produce hard working young people who fully exploit their potentials, and who will serve this country with diligence when unleashed into the real world in effectively managing their roles and responsibilities in society, whether in private or government civil service.

I would like to encourage that the various stake holders of this campus, the students, academic, administrative and support staff, and our broader community, to work together in harmony for the well being of our campus. For this campus to continue to be relevant in the environment that we find ourselves, there is a need for continuous engagement of its various stake holders, and genuinely listening to each other. We must continuously and regularly keep our feelers on alert in order that we can remain relevant.

I am particularly inviting our parents and guardians, the alumni of this campus, and leaders from our community to join hands with us in seeking solutions to the various challenges that we continue to face on campus. I am open for frank and honest discourse on the best way forward for our campus.

The University of the Free State is committed in making tertiary education accessible to as many students as possible. In this regard, students who do not have the required ‘M’ score to gain entry into main stream classes are given an opportunity to study in the highly successful ‘bridging program’ in which learners are integrated with main stream students but with fewer courses to tackle in order to ensure success. This is done on the premise that such students have the potential to pursue a degree course, and that therefore within a well structured program, they can make a success of their lives.

The University is conscious of the fact that in many instances several academically deserving students fail to be admitted into university due to financial reasons. For students who are academically deserving but who because of reasons of poverty cannot pay the requisite fees, the university is able to assist such students through the National Financial Aid Scheme – commonly known as NSFAS, and University Merit Awards. Other incentives such as Sports bursaries are also available.

Please remember that it is important to balance your life on campus and the phrase ‘a healthy mind in a healthy body’ aptly describes this statement. Ensure that you participate in sport and cultural activities of this campus so that you can develop and strengthen the various God-given talents that you have been blessed with.

A second major ingredient for your success on campus is discipline and respect for rules, policies and procedures that govern the University of the Free State , and respect for your fellow students. Good discipline is a major contributory factor to success in life, and more so in your formative academic life at University. This means for example that you must attend all your lectures, complete your assignments on-time and visit the library frequently. Please manage your time wisely and responsibly. Remember that as a university student, you are basically the master and architect of your own destiny.

Think very carefully when you are confronted with difficult situations, be they negative peer pressure, or temptations to indulge in intoxicating drugs, and make the right choice.

The University has well trained personnel including a social worker, a psychologist and counselor, and members of the student affairs division under the leadership of Mr. Teboho Manchu, Deputy Director Student Affairs, who are available to assist whenever you require their help.

Today is also a special day because we have officially inaugurated the SRC President and the rest of the SRC leadership. I am sure that you all join me in congratulating the SRC for being elected to their leadership roles for 2005. Mr. SRC president and your team, please remember that you now have a huge responsibility in carrying out the aspirations of the student body on campus. I want to wish you luck and success as you champion the rights of your constituents, which I believe and trust will be compatible with management’s expectations with regard to quality teaching and learning on campus. As you are aware, Management values the input that the student leadership makes in the operational management of the affairs of this campus, and we look forward to a cordial, non-confrontational working relationship with a view of rendering un-paralleled service on campus.

Mr. Program Director, allow me to wish everyone here a successful and prosperous year. May the good Lord give us the strength and courage to overcome any obstacle that may be placed in our way in the course of our work in 2005.

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