Critical Discourse Analysis of the Manifestations of English Linguistic Challenges: The Case Of The New Draft Language Policy In The South African Police Services

This study explores some of the reasons why, in spite of the recently introduced new draft SAPSLanguage Policy, the SAPS training programme is not producing police officers with adequateEnglish competency that is relevant to the SAPS workplace. It is argued that the current SAPSLanguage Policy is not adequately developed as far as the SAPS training programme isconcerned. We argue that language policy does not articulate language matters in the SAPSTraining Academies and this contributes directly or indirectly to the produce of police officers whoare inadequately prepared as far as English competency is concerned. The study argues thatlanguage planning agencies in the SAPS have inadvertently or deliberately omitted to includeclauses that articulate issues of language as they pertain to the training programme and this is aserious flaw in the whole language policy. Furthermore, we argue that Language policy is a crucialintegral part of the SAPS training programme, which without it training will be seriously anddangerously affected. Data were elicited through an analysis of the specifically selected clausescontained in the SAPS draft Language Policy with specific reference to a selected SAPS trainingAcademy in Gauteng province. Discriminant Function Analysis indicated ten interrelated flawswithin the SAPS Language policy which has the potential to affect training as far as Englishcompetency is concerned. These flaws included the following: the silence of the policy onAssessment, Teaching and Learning in the academy, and the absence of a Teaching and Learningpolicy to complement the Language policy. Principles from Discourse Analysis and SentimentAnalysis were used as a linchpin in developing the framework for this study. An analysis of the datarevealed the following key findings: The study found that the SAPS draft Language police is silenton many fronts for example on the Language of Teaching and Learning, no liaison with theDepartment of Higher Education and Training (DHET), exclusion of Language Policy in HigherEducation Policy (LPHE) as one of the policies forming the legal framework. Lack ofpronouncements on issues of pedagogy. The absence of the Teaching and Learning Policy as wellas the absence of an Assessment Policy. The findings may help policy makers, SAPS trainers orinstructors and curriculum developers for SAPS training academies. The data can also help theLanguage Management unit of the SAPS.