Abstract
M.Ed. (Media Science)
The position of Afrikaans as a national language In South Africa has been a
contested one since the 17th century settlement and occupation of the Cape
by the Dutch and British settlers, and it Is not surprising that today, when the
country faces critical questions relating to nationhood, cultural identity and
language use In a profound way, its position again emerges as a crucial
point of debate (Alexander, 1989:15).
The Afrikaner group and the majority of their white South African adherents
place great value on the historicity of the language. This is testified through
the 'taalstryd" waged dUring an after the Anglo-Boer War (1899-1902) and
the present-day status of the Afrikaans language as a major item on the
negotiations agenda. This historicity and centrality of Afrikaans is contested
by other language and cultural groups, who claim that Afrikaans is loaded
with exclusivity and racism and that it therefore does not qualify in its claim
for national status. The events of 1976 in Black schools and the subsequent
years of considerable debate in public and academic forums, quite clearly
Illustrates the Intensity of the contest surrounding the position of Afrikaans
(Alexander, 1989:26).
The Indian population group has always stressed its cultural heritage and at
times this has occurred at the expense of Afrikaans as a language. Priority
Is assigned to vernacular languages and Afrikaans is neglected in the
process. The result is that the language is hardly spoken except in the
Afrikaans classroom.
It is against this background that this research project will examine the use
of pictures In the teaching of Afrikaans at Indian secondary schools.