This is a title for educationists, language planners and managers in education, researchers and students preparing for a career in education. Language in education policy is probably one of the most contested issues in multilingual countries. This is because education as such is considered an important mechanism for achieving social change, and language is often seen as a vital instrument in aiding the process of change. These are some of the problems that the (re-)construction of political entities such as the European Union, the Southern African Development Community and new states such as South Africa, the Balkan states, and others bring to the fore. How, then, do they deal with multilingualism in the face of the forces of social integration, particularly in the area of education?

This work deals with international principles regarding the use of language in the administration of justice, and looks at the way in which multilingual countries such as Belgium and Switzerland approach this complex problem. The title then compares language practice in the judiciary and security services in South Africa and some countries of the Southern African Development Community against the background of evolving language policy in the region. This title discusses the use of official languages in a specific domain of government from the point of view that a language cannot be regarded as official simplu because a constitution prescribes it. Important conclusions are drawn regarding the role of the multilingual state.

"Multilingualism and Government" provides case studies and an overview of the way in which governments deal with societal multilingualism in countries such as Belgium, Switzerland, Luxembourg, and the former Yugoslavia, in comparison with South Africa. The Universities of Antwerp in Belgium and the Orange Free State in South Africa have initiated a series of colloquia on Multilingualism and Government to be held over the next three years. This title is the outcome of the first of these and also the first of three publications that will follow from the colloquia. It specifically focuses on language policy and language legislation in these countries and presents a range of models, examples and also problems and challenges that need further attention. It is clear that each country is unique with regard to its language politics. However, it is also clear that the countries dealt with offer each other many useful lessons. For this reason the title offers an comparative forum on language policy matters.

South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.