Abstract
M.Ed. (Multiculturalism and Education)
The teaching of Afrikaans faces a variety of problems and
challenges in a changing society. It is also evident that in
future the teaching of Afrikaans will run parallel with
marketing as a dynamic communication medium among the inhabitants
of South Afrika (Botha, 1990:85). The above implies that
Afrikaans as a language will still be taught as one of the
official languages of South Africa.
This also coincides with Strydom's remarks (Botha, 1990:85/86)
that a new look of Afrikaans needs to be considered with regard
to the unfolding of the multicultural reality of South Africa
to all those learning the language. Emphasis, in the aim of
teaching Afrikaans, rests in its functional use in societal
context.
Thus it has become inevitable that teachers who teach Afrikaans
especially in black high schools require sufficient training.
The importance of a well trained teacher for literature
teaching cannot be disputed. Kuhn (1989:84), referring to the
literature teacher, said "Die onderwyser se benadering in die
vak bepaal die kwaliteit van interaksie tussen die teks en die
leser grotendeels". In other words the teacher's role is vital
in the teaching of literature.
The teaching of Afrikaans literature in black high schools
involves a considerable host of issues, namely stereotypes,
negative attitudes and underqualified teachers. Students in
literature classes appear not to understand Afrikaans
literature. They are passive which means that literature
teaching is dominated by teacher talk. The teacher goes to the
extent of over explaining, trying to cover the syllabus. At the...