Masters Degrees (Curriculum Studies)

Permanent URI for this collection

https://scholar.sun.ac.za/handle/10019.1/742

Browse

Browsing Masters Degrees (Curriculum Studies) by Author "Basson, Earl Ray"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    'n Kritiese ondersoek na Kaapse Afrikaanse taalkunde en kallitidentiteit in die Afrikaans Huistaalklaskamer aan die hand van Kaapse Afrikaanse idiomatiese uitdrukkings
    (Stellenbosch : Stellenbosch University, 2018-12) Basson, Earl Ray; Le Cordeur, Michael; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : This study investigates the place of Cape Afrikaans linguistics and kallit identity in the Afrikaans Home Language classroom using Cape Afrikaans idiomatic expressions. Approximately 2.5 million learners speak Cape Afrikaans as their mother tongue, yet their linguistic repertoire still does not form part of the study material used in the Afrikaans Home Language classroom. This exclusion of Cape Afrikaans linguistics alienates kallit learners from the teaching and learning process which results in them regarding their own language as wrong, ugly and uncivilised. The transformative principles of CAPS allow for the inclusion of Cape Afrikaans linguistics, yet it still has not been given space in Afrikaans Home Language classroom. Since idiomatic expressions are embedded in the lived knowledge and cultural heritage of a particular group, it is used as a means towards making room for Cape Afrikaans linguistics and kallit identity in the Afrikaans Home Language classroom. The theoretical framework that underpins this study is the social constructivism learning approach. The research design and methodology are grounded in the principles of participatory action research. A mixed methodology was used to collect the data. In the first cycle of data collection, semi-structured interviews were conducted with three Afrikaans subject advisors. In the second cycle of data collection, a focus group interview was conducted with the teachers at the chosen school of this study. The interviews in these two cycles focused on determining the participants’ perspectives as curriculum implementers. In the final phase, an intervention, consisting of five sub-cycles, was undertaken with a grade 8 class. At the beginning of the intervention, the learners received a pre-intervention questionnaire to determine their perspectives on both Cape Afrikaans and their identity in the Afrikaans Home Language classroom. Then, the learners were exposed to Cape Afrikaans linguistics through the use of Cape Afrikaans idiomatic expressions. At the end of the intervention, the learners received a post-intervention questionnaire, similar to the preintervention questionnaire, in which they had to give their perspectives on Cape Afrikaans and their identity after exposure to Cape Afrikaans linguistics. The semistructured interviews, focus group interview and open-ended questions in the questionnaire function as qualitative data and the closed-ended questions in the questionnaire function as quantitative data. The main findings of the investigation are that Cape Afrikaans linguistics and kallit identity are currently excluded from the Afrikaans Home Language classroom. According to the participants, Cape Afrikaans idiomatic expressions are an appropriate way of incorporating Cape Afrikaans linguistics and kallit identity in the Afrikaans classroom. After exposure to Cape Afrikaans in a positive light, the learners developed a language pride and regarded Cape Afrikaans as an integral part of their identity. According to the participants, especially the learners, Cape Afrikaans also has educational value and must therefore be given more attention in the Afrikaans Home Language classroom.