Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal
Abstract
Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. iv The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners.
Collections
- Education [1687]
Related items
Showing items related by title, author, creator and subject.
-
Beskouings oor onderrig : implikasies vir die didaktiese skoling van wiskundeonderwyser
Nieuwoudt, Hercules David (Potchefstroom University for Christian Higher Education, 1998)Views of teaching: implications for the didactic training of mathematics teachers. School mathematics teaching is an essential learning area in South African schools. Owing to persistent traditional positivist-based views ... -
Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente
Golightly, Aubrey (North-West University, 2005)With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the ... -
Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente
Klopper, Audrey (North-West University, 2004)The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student ...