Awelani Khoaisi, a mother from Pretoria, recently ignited widespread discussions across South Africa through her viral TikTok video concerning her English-speaking son's unexpected placement at an all-Afrikaans-speaking school. The video, which struck a chord with many parents facing similar challenges, articulates Khoaisi's frustration and highlights significant concerns surrounding language accessibility within the educational system.
According to Khoaisi, her Grade 1 son was enrolled at Laerskool Hermanstad, where all subjects are taught exclusively in Afrikaans, apart from English, which is offered as a second language. "He is enrolled in an Afrikaans school — not an Afrikaans school where they teach some subjects in English, but where all subjects are taught in Afrikaans, except English itself," she stated emphatically. Her revelations raise important questions about the adequacy of language support for English-speaking children within Afrikaans-dominant schools.
The saga began when Khoaisi registered her son at five different schools back in July 2024, during the online registration period. To her dismay, all applications were rejected. Subsequently, when the registration portal reopened, she was compelled to pick just one school. Her final choice became Laerskool Hermanstad, unbeknownst to her about the dominant language of instruction therein.
On January 13, just two days before the schools reopened, Khoaisi received notification of her son’s acceptance at the school. "I went to the school on Monday, and that's when the receptionist informed me it was an all-Afrikaans school. I said, 'Huh, what do you mean?'" she recalled, emphasizing her confusion about the language barrier her son would face.
Finding herself ill-equipped to handle the situation, Khoaisi sought assistance from her Afrikaans-speaking colleagues to fill out the necessary school forms. This scenario emphasizes the urgency for clear communication and proper guidance for parents, especially those unfamiliar with the language of instruction within their selected schools.
The Gauteng Department of Education (GDE) was later made aware of Khoaisi's viral video, and Steve Mabona, GDE spokesperson, noted they were familiar with the criteria surrounding the placement. He mentioned, "The GDE is aware of the video... which occurred as per our placement criteria and process..." Mabona’s comments highlighted the procedural intricacies but did little to address the emotional stress experienced by Khoaisi and her son.
Unfortunately, comments from Mabona came off as dismissive, leading Khoaisi to assert, "Steve Mabona said I had intentionally enrolled my son at Laerskool Hermanstad. I did not understand where he was coming from. I’m not fighting with the department, maybe it’s because I am vocal." This response showcases the tension often present between authorities and parents, particularly when language preferences clash with educational policies.
Despite initial setbacks, Khoaisi found her voice and gained tremendous support from the community after her video went viral. "We’ve received the utmost support from the country, with many people offering to tutor my son," she expressed gratefully, showcasing the power of social media to galvanize public support around educational injustices.
With the language barrier now more pronounced than ever, Khoaisi has decided to embrace her son's new educational path. Despite the challenges, she expressed her willingness to face the situation head-on, stating, "I told them I was going to embrace the challenge, as my son is a non-English speaking child, but he learned how to speak the language; he will also learn how to speak Afrikaans." Her determination reflects hope for parents who find themselves grappling with similar issues.
Thinking creatively about solutions, Khoaisi is considering setting up a WhatsApp group to accommodate offers of help from supporters who wish to tutor her son. This collaborative approach highlights how community assistance can provide relief for parents facing systemic challenges within educational structures.
The situation serves as a poignant reminder of the need for educational reforms and policies centered around inclusivity. Khoaisi's experience exemplifies not just her personal struggles but also the larger narrative about Afrikaans and English coexistence within South African educative institutions.
The road forward must include greater attention from educational authorities to language accessibility to prevent children from feeling marginalized due to their language capabilities. With increased awareness and societal support, families like Khoaisi's may find pathways to success, regardless of language barriers—ensuring children receive the education they deserve, regardless of the medium of instruction.