Taalbeplanning vir die onderrig van Afrikaans as 'n vreemde taal in Suid-Afrika.

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dc.contributor.advisor Prof. N. Roets ; Dr S.M. Beukes en_US
dc.contributor.author Hamersma, Elsa Meiring
dc.date.accessioned 2012-08-15T08:54:25Z
dc.date.available 2012-08-15T08:54:25Z
dc.date.issued 2012-08-15
dc.date.submitted 1996
dc.identifier.uri http://hdl.handle.net/10210/5798
dc.description D.Litt. et Phil. en_US
dc.description.abstract This study proposes that there has been and will be a need for Afrikaans Foreign Language (Third Language) as a subject in South African schools. Multilingual proposals and models for school education advocate the inclusion of three language subjects. It can be argued that a logical choice would be an African language, English and Afrikaans. The study is done from different perspectives: Following a general introduction, a broad, conceptual framework for language planning lays the basis for the study. A comparative analysis is made where a parallel is drawn between language planning in general and education in South Africa and other post-colonial countries. The analysis concludes that past practices continue to influence current policies and planning. The history of language planning in South Africa, with specific reference to Afrikaans, is traced from 1652 to the present. It becomes apparent that the linguisistic practices which were followed in the past directly influence current planning. An analysis is made of the position of Afrikaans and other languages in South Africa using empirical data obtained from the SABC, HSRC, AMPS and the Department of Education. It is noted that no extensive language study has been done since the change in government in 1994 and that the current position is therefore difficult to determine. Current proposals and models for language policy in education are discussed in detail. It becomes apparent that the multilingual nature of our society will have to be reflected in a language policy for education and that three language subjects should be promoted and may, in time, become the norm. The very specific problems of Foreign Language Teaching is addressed in the penultimate chapter. It is acknowledged that there are differences between Second Language Acquisition and Foreign Language Learning and that these differences call for other strategies in teaching. It is proposed in the study that recent democratic planning has leveled the playing fields in education. Every child's basic linguistic rights are acknowledged and guaranteed. Although Afrikaans and English have lost their privileged position, they can be promoted by cultural organisations or institutions. Finally it is suggested that language is a commodity, analogous to other marketable products. en_US
dc.language.iso afr en_US
dc.subject Afrikaans language - Study and teaching - South Africa en_US
dc.subject Second language - Study and teaching - South Africa en_US
dc.subject Language planning - South Africa en_US
dc.title Taalbeplanning vir die onderrig van Afrikaans as 'n vreemde taal in Suid-Afrika. en_US
dc.type Thesis en_US

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