'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
- Full Text:
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
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Die moedertaal as skoolvak met spesiale verwysing na Afrikaans
- Authors: Erasmus, Gerald Frederick
- Date: 2014-08-19
- Subjects: Native language , Native language and education , Afrikaans language - Study and teaching
- Type: Thesis
- Identifier: uj:12109 , http://hdl.handle.net/10210/11853
- Description: D.Ed. (Didactic Education) , The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject curriculum and syllabus. This implies that a complete and systematic restructuring of the curriculum should be done, because it would be the only way in which the particular subject curriculum could be realised in a scientific way. The method of research used was the phenomenological method whilst various means were introduced to support the research, inter alia correspondence with the various Provincial Education Departments and a literature study. It became apparent that two very important phenomena were related to the teaching of the child's mother tongue, namely language and school. It was therefore necessary to make an in depth study of both phenomena, and the researcher came to the following conclusions: * Language is essentially a characteristic of being human. * Language is a very important medium through which man constitutes his own world. * The mother tongue is the medium par excellence through which man constitutes his own world. * The school's primary task is that of intellectualising the pupil (rationalisation), whilst the general forming of the pupil (for example socialisation) also forms part of the task of the school. The above mentioned research is a necessary base for any attempt to address the particular problem, namely the structuringof the mother tongue (Afrikaans) into a school subject. Further grounding includes a discussion of the role of values in the teaching of the mother tongue and the explication of the formative value of the mother tongue. Futhermore: In structuring the mother tongue into a school subject, one should adhere to the so called curriculum cycle. For the purpose of this research the parameters for any explicit situation-analysis were concentrated on, while attention was given to the concepts objectives and goals and, very briefly, the other aspects of the curriculum cycle. This research does not claim to make full and final statements regarding the mother tongue as a school subject, but only tries to formulate a basis as parameters for further research.
- Full Text:
- Authors: Erasmus, Gerald Frederick
- Date: 2014-08-19
- Subjects: Native language , Native language and education , Afrikaans language - Study and teaching
- Type: Thesis
- Identifier: uj:12109 , http://hdl.handle.net/10210/11853
- Description: D.Ed. (Didactic Education) , The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject curriculum and syllabus. This implies that a complete and systematic restructuring of the curriculum should be done, because it would be the only way in which the particular subject curriculum could be realised in a scientific way. The method of research used was the phenomenological method whilst various means were introduced to support the research, inter alia correspondence with the various Provincial Education Departments and a literature study. It became apparent that two very important phenomena were related to the teaching of the child's mother tongue, namely language and school. It was therefore necessary to make an in depth study of both phenomena, and the researcher came to the following conclusions: * Language is essentially a characteristic of being human. * Language is a very important medium through which man constitutes his own world. * The mother tongue is the medium par excellence through which man constitutes his own world. * The school's primary task is that of intellectualising the pupil (rationalisation), whilst the general forming of the pupil (for example socialisation) also forms part of the task of the school. The above mentioned research is a necessary base for any attempt to address the particular problem, namely the structuringof the mother tongue (Afrikaans) into a school subject. Further grounding includes a discussion of the role of values in the teaching of the mother tongue and the explication of the formative value of the mother tongue. Futhermore: In structuring the mother tongue into a school subject, one should adhere to the so called curriculum cycle. For the purpose of this research the parameters for any explicit situation-analysis were concentrated on, while attention was given to the concepts objectives and goals and, very briefly, the other aspects of the curriculum cycle. This research does not claim to make full and final statements regarding the mother tongue as a school subject, but only tries to formulate a basis as parameters for further research.
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Mother tongue education : a case study of grade three children
- Authors: Khosa, Martha
- Date: 2013-05-06
- Subjects: Mother tongue education , Native language and education , Language and education , Language and languages - Study and teaching (Primary)
- Type: Thesis
- Identifier: uj:7513 , http://hdl.handle.net/10210/8370
- Description: M.Ed. (Educational Linguistics) , This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in the Limpopo Province of South Africa. The focus is on learners’ and parents’ whose children are in that Grade 3 classroom as well as educators’ experiences of the use of mother tongue education. The aims of this study were to examine how, when, why and by whom mother tongue is used in the Grade 3 classroom and to examine how mother tongue medium of instruction can contribute to the teaching of literacy in the Grade 3 classroom. With these aims in mind, data were collected from the Grade 3 teacher and the Grade 3 learners as well as the parents of these learners. A qualitative approach was used to obtain data from the Grade 3 teacher, five Grade 3 learners as well as parents of these learners. Classroom observations and semi-structured interviews were used as means of collecting data. Interviews were conducted one-on-one and 6 lessons on Literacy as a learning area in the foundation phase were observed. The findings in this study reveal that the mother tongue, Xitsonga was the dominant language during classroom activities. This was influenced by the learners’ inability to use the second language. It is also revealed that the teacher and learners as well as parents have positive attitude towards the mother tongue as a language of learning and teaching in schools. However, some parents still believe that their children should be taught through English as the medium of instruction hoping that they will be able to secure better jobs. Another finding is that not all learners’ language needs are catered for in black African schools, hence, such learners experience difficulties in learning through a language which is not their mother tongue. On the basis of the findings, the study recommends that the Department of Education should support the use of the mother tongue in the L2 classroom in order to strengthen literacy during early learning.
- Full Text:
- Authors: Khosa, Martha
- Date: 2013-05-06
- Subjects: Mother tongue education , Native language and education , Language and education , Language and languages - Study and teaching (Primary)
- Type: Thesis
- Identifier: uj:7513 , http://hdl.handle.net/10210/8370
- Description: M.Ed. (Educational Linguistics) , This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in the Limpopo Province of South Africa. The focus is on learners’ and parents’ whose children are in that Grade 3 classroom as well as educators’ experiences of the use of mother tongue education. The aims of this study were to examine how, when, why and by whom mother tongue is used in the Grade 3 classroom and to examine how mother tongue medium of instruction can contribute to the teaching of literacy in the Grade 3 classroom. With these aims in mind, data were collected from the Grade 3 teacher and the Grade 3 learners as well as the parents of these learners. A qualitative approach was used to obtain data from the Grade 3 teacher, five Grade 3 learners as well as parents of these learners. Classroom observations and semi-structured interviews were used as means of collecting data. Interviews were conducted one-on-one and 6 lessons on Literacy as a learning area in the foundation phase were observed. The findings in this study reveal that the mother tongue, Xitsonga was the dominant language during classroom activities. This was influenced by the learners’ inability to use the second language. It is also revealed that the teacher and learners as well as parents have positive attitude towards the mother tongue as a language of learning and teaching in schools. However, some parents still believe that their children should be taught through English as the medium of instruction hoping that they will be able to secure better jobs. Another finding is that not all learners’ language needs are catered for in black African schools, hence, such learners experience difficulties in learning through a language which is not their mother tongue. On the basis of the findings, the study recommends that the Department of Education should support the use of the mother tongue in the L2 classroom in order to strengthen literacy during early learning.
- Full Text:
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