Browsing by Author "Basson, Earl Ray"

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    Die herstandaardisering van Afrikaans: Die insluiting van Kaapse Afrikaanse idiome in Afrikaans taalhandboeke
    (Stellenbosch University, 2024-12) Basson, Earl Ray; Odendaal, Gerda; Feinauer, Ilse; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    This study explores the contribution that the inclusion of Cape Afrikaans idiomatic expressions in Afrikaans language textbooks can make to the restandardisation of Afrikaans. The discourse on the restandardisation of Afrikaans began in the 1980s when roleplayers in the education sector increasingly questioned the validity of Standard Afrikaans as representative of the entire Afrikaans speech community. Researchers such as Van den Heever (1988), Botha (1990), Van de Rheede (1992), and Van Rensburg (1992) have reported that learners who speak colloquial varieties such as Cape Afrikaans are alienated by Standard Afrikaans. Subsequently, role-players in the education sector stated that Standard Afrikaans must undergo a renewal, which includes that the language be disentangled from the Afrikaner ideology and that Standard Afrikaans reflects the entire Afrikaans speech community. Despite enthusiasm for such a standard variety, no practical projects have been executed to advance the restandardisation of Afrikaans. This gap results from varied restandardisation proposals that have led to different interpretations of the concept of restandardisation and uncertainty about how to conduct a restandardisation project. Furthermore, these restandardisation proposals failed to recognise the productive possibilities of the school system as a space for language planning. Given Haugen’s (1987:631) view that language renewal is channelled through educational institutions, Odendaal’s (2012:462) restandardisation framework was used as a theoretical departure to illustrate how the inclusion of Cape Afrikaans idioms in a lesson series can legitimise this variety and ultimately advance the restandardisation of Afrikaans. Due to the ongoing and multifaceted nature of the research problem, the study is situated within the pragmatic paradigm. The study was carried out cyclically to tackle the different levels of the research problem. Each cycle answered a different subresearch question, and the findings were reported on in four research articles. The first cycle sheds light on what restandardisation entails. The second cycle offers a theoretical application of the way in which a restandardisation project should be executed. In the third cycle, an empirical investigation was carried out in two parts to apply the theoretical proposals made in cycle two. In part one of the empirical investigation, a qualitative analysis was undertaken to identify the gains and gaps regarding the democratisation of Afrikaans in two Afrikaans language textbooks. Part two of the empirical investigation followed a mixed method research design, during which a lesson series containing Cape Afrikaans idiomatic expressions was designed. This lesson series was presented to role players in the teaching and learning of Afrikaans to gain their perspective on the contribution that the inclusion of Cape Afrikaans idiomatic expressions in a lesson series can make to advance the restandardisation of Afrikaans. Based on the findings, the participants believe that the inclusion of Cape Afrikaans idiomatic expressions in a language textbook can raise the status of Cape Afrikaans, establish Cape Afrikaans as a legitimate language form of Afrikaans, develop language pride in Cape Afrikaans-speaking learners, and finally, broaden the current standard variety of Afrikaans.
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    '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.