Abstract
D.Ed. (Education)
In this research the core syllabuses, departmental syllabuses and the
matriculation examination papers were evaluated. For the purpose of
evaluation certain criteria were developed based on inherent
curriculum design principles, including a situation-analysis.
Cognizance was taken of the data obtained in an earlier investigation
by the Human Sciences Research Council on the needs.and demands of
the work situation. Criteria were developed in the areas of
Education, Linguistics and Language Didactics. Linguistic criteria
are based on a Pragmatic language perspective, including a Pragmatic
component as part of language structure. In order to obtain a clearer
criterial focus, the different structure oriented, content based and
educational criteria were integrated in a criterial structure.
In the application of the criterial structure to the abovementioned
curriculum documents, it was found that the language syllabuses do
not adequately equip the learner to become adult educated users of
the language. The learner is being inadequately equipped for the
demands of the various social contexts in which he or she is required
to use the language. The essential nature of language according to
the dynamic interaction between language use and structure within a
given context is negated. A theoretical basis is lacking resulting in
the negation of the essentially communicative nature of language and
the role of context in the functional use of language.
Guidelines, based on the stated criteria, have been put forward with
a view to accountable curriculum and syllabus innovation.