Summaries in English and Afrikaans / This study concerns the teaching and learning of Afrikaans as a foreign language in colleges of education in the Northern Province. An empirical survey was conducted at Makhado and Shingwedzi Colleges of Education where teachers are trained for the Primary Teachers' Diploma. This study seeks to identify issues which perpetrate negative attitudes to the subject of Afrikaans, as is manifested by low student enrolment, or its absence. Apart from the fact that South Africa is proclaimed by the Constitution of the country to be both multilingual and multicultural, non-Afrikaans student teachers seem to ignore the advantages of including Afrikaans as one of the units of their linguistic flexibility. The study thus identifies the knowledge, skills and attitudes which teachers and student teachers should acquire in this foreign language during their training in order to be successful practitioners in the field. The study endeavours to inform its learners that the language should be regarded as a tool of communication, not one of politics. This knowledge is necessary as African learners tend to associate the subject Afrikaans with the apartheid era of government. Chapter two deals with theoreticar considerations which underpin the teaching of the subject of Afrikaans. The role of language policy and its planning was identified as the basis of negative attitudes towards the language. Chapter three deals with instructional issues pertaining to the teaching of the subject of Afrikaans as a foreign language. These issues include the How? and Why? of factors to be considered in the teaching of the subject with the aim of enhancing the teachers' understanding of the subject. Research is conducted on problematical areas. Chapter four concentrates on the empirical research. The research endevours to identify issues in the teaching of the subject The thesis concludes that there is a need to revisit the aims of learning the Afrikaans language and a need to concentrate on cultivating a culture of learning in the subject of Afrikaans. This can be accomplished by enriching the language through acquiring various teaching skills and addressing various needs of learners. / Hierdie studie handel oor die onderrig en leer van Afrikaans as vreemde taal in onderwyskolleges in die Noordelike Provinsie. h Empiriese studie is gedoen by die Makhado Onderwyskollege en die Shingwedzi Onderwyskollege waar onderwysers vir die Primere Onderwysdiploma opgelei word. In hierdie navorsing word getrag om die faktore wat aanleiding gee tot die lae inskrywingsyfer vir Afrikaans as vak te identifiseer. Afgesien van die feit dat die Grondwet van SuidAfrika voorsiening maak vir veeltaligheid en multikulturaliteit, ignoreer nieAfrikaanssprekende studente die voordele wat daaraan verbonde is om Afrikaans as vak by hulle studiepakket in te sluit. Die kennis; vaardighede en houdings wat onderwysers en onderwysstudente moet verwerf om Afrikaans as vreemde taal suksesvol te kan onderrig, word hier ge'identifiseer. Poging word aangewend om aan te toon dat Afrikaans as werktuig vir kommunikasie aangewend moet word en nie as h politieke werktuig nie. Hierdie kennis is noodsaaklik, aangesien leerders die taal en dus ook die vak Afrikaans, meestal assosieer met die voormalige apartheidsregering. Hoofstuk twee handel oor die teoretiese aspekte wat die grondslag van die onderrig van die vak Afrikaans vorm. Die rol wat die taalbeleid tans speel en ook in die verlede gespeel het, word ge"identifiseer as basis vir die negatiewe ingesteldhede teenoor die taal. , Hoofstuk drie handel oor onderrigaangeleenthede betreffende die vak Afrikaans as h vreemde taal. Hierdie sake sluit in die Hoe? en Waarom? van faktore wat in ag geneem word by die onderrig van die vak wanneer beoog word om die onderwyser se insig betreffende die vak te verbeter. Navorsing is gedoen oor areas wat problematies blyk te gewees het. In hoofstuk vier word die empiriese navorsing weergegee. Hierdie navorsing trag om sekere aangeleenthede betreffende die onderrig van die vak oop te dek. Die tesis volstaan daarmee dat daar 'n nood is om die doelstellings met die onderrig van Afrikaans weer eens te beskou en dat dit ook nodig is om daarop te konsentreer om die onderrig van Afrikaans op aile vlakke te bevorder. Dit kan bereik word deur die verryking van die taal deur middel van die aanleer van verskillende onderrigvaardighede en deur die behoeftes van die leerders aan te spreek. / Educational Studies / D. Ed. (Didactics)

Summaries in English and Afrikaans / This study concerns the teaching and learning of Afrikaans as a foreign language in colleges of education in the Northern Province. An empirical survey was conducted at Makhado and Shingwedzi Colleges of Education where teachers are trained for the Primary Teachers' Diploma. This study seeks to identify issues which perpetrate negative attitudes to the subject of Afrikaans, as is manifested by low student enrolment, or its absence. Apart from the fact that South Africa is proclaimed by the Constitution of the country to be both multilingual and multicultural, non-Afrikaans student teachers seem to ignore the advantages of including Afrikaans as one of the units of their linguistic flexibility. The study thus identifies the knowledge, skills and attitudes which teachers and student teachers should acquire in this foreign language during their training in order to be successful practitioners in the field. The study endeavours to inform its learners that the language should be regarded as a tool of communication, not one of politics. This knowledge is necessary as African learners tend to associate the subject Afrikaans with the apartheid era of government. Chapter two deals with theoreticar considerations which underpin the teaching of the subject of Afrikaans. The role of language policy and its planning was identified as the basis of negative attitudes towards the language. Chapter three deals with instructional issues pertaining to the teaching of the subject of Afrikaans as a foreign language. These issues include the How? and Why? of factors to be considered in the teaching of the subject with the aim of enhancing the teachers' understanding of the subject. Research is conducted on problematical areas. Chapter four concentrates on the empirical research. The research endevours to identify issues in the teaching of the subject The thesis concludes that there is a need to revisit the aims of learning the Afrikaans language and a need to concentrate on cultivating a culture of learning in the subject of Afrikaans. This can be accomplished by enriching the language through acquiring various teaching skills and addressing various needs of learners. / Hierdie studie handel oor die onderrig en leer van Afrikaans as vreemde taal in onderwyskolleges in die Noordelike Provinsie. h Empiriese studie is gedoen by die Makhado Onderwyskollege en die Shingwedzi Onderwyskollege waar onderwysers vir die Primere Onderwysdiploma opgelei word. In hierdie navorsing word getrag om die faktore wat aanleiding gee tot die lae inskrywingsyfer vir Afrikaans as vak te identifiseer. Afgesien van die feit dat die Grondwet van SuidAfrika voorsiening maak vir veeltaligheid en multikulturaliteit, ignoreer nieAfrikaanssprekende studente die voordele wat daaraan verbonde is om Afrikaans as vak by hulle studiepakket in te sluit. Die kennis; vaardighede en houdings wat onderwysers en onderwysstudente moet verwerf om Afrikaans as vreemde taal suksesvol te kan onderrig, word hier ge'identifiseer. Poging word aangewend om aan te toon dat Afrikaans as werktuig vir kommunikasie aangewend moet word en nie as h politieke werktuig nie. Hierdie kennis is noodsaaklik, aangesien leerders die taal en dus ook die vak Afrikaans, meestal assosieer met die voormalige apartheidsregering. Hoofstuk twee handel oor die teoretiese aspekte wat die grondslag van die onderrig van die vak Afrikaans vorm. Die rol wat die taalbeleid tans speel en ook in die verlede gespeel het, word ge"identifiseer as basis vir die negatiewe ingesteldhede teenoor die taal. , Hoofstuk drie handel oor onderrigaangeleenthede betreffende die vak Afrikaans as h vreemde taal. Hierdie sake sluit in die Hoe? en Waarom? van faktore wat in ag geneem word by die onderrig van die vak wanneer beoog word om die onderwyser se insig betreffende die vak te verbeter. Navorsing is gedoen oor areas wat problematies blyk te gewees het. In hoofstuk vier word die empiriese navorsing weergegee. Hierdie navorsing trag om sekere aangeleenthede betreffende die onderrig van die vak oop te dek. Die tesis volstaan daarmee dat daar 'n nood is om die doelstellings met die onderrig van Afrikaans weer eens te beskou en dat dit ook nodig is om daarop te konsentreer om die onderrig van Afrikaans op aile vlakke te bevorder. Dit kan bereik word deur die verryking van die taal deur middel van die aanleer van verskillende onderrigvaardighede en deur die behoeftes van die leerders aan te spreek. / Educational Studies / D. Ed. (Didactics)

Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007. / I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2006. / When teaching Afrikaans Second Language the educator experiences certain problems. Some of these problems are commonly experienced by all Afrikaans educators. However, when teaching the subject at a LSEN school, a number of other problems occur which stand in direct relation to the disability(ies) of the learner. Formerly LSEN schools used to specialise in a specific disability but now all these schools have to accommodate most disablities, not only because of numbers but also because of the new inclusion policy. At a LSEN school where the same syllabus as all the other mainstream schools is followed, the demands made on both the learner, as well as the educator, are severe because of added problems. The learner’s problems are mostly related to his disability and the educator has to find ways and means to overcome the problem of accommodating and teaching learners with different needs and different disabilities in one class.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development. / AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.

M.Phil. / With this study the better understanding of the skills in, the background with relation to and the attitude towards communicative Afrikaans of .a specific group of Public Administration students of the Technikon Northern-Transvaal is investigated. The focus is principally on the socio-cultural factors that influence the mastering of Afrikaans. The reseach design, including the problem identification, is vested in the theoretical Vygotskyan concept of zone of proximal development. Founded on the theories of both MM Bakhtin and LS Vygotsky, the researcher establishes an own interpretation of the zone of proximal development, when she proposes an integration thereof with the H-model as thought heuristics (Henning 1996). According to this integrated model, the study of students' zone of proximal development in Afrikaans as foreign language encompasses the study of: their language skills; their knowledge of the language; personal and socio-cultural influences; and their metalinguistic skills. This exposition serves as framework for data gathering, data analysis and chapter division. The format of the study is that of case studies which implies that an in-depth investigation is done of various types of data - obtained from a quantitatively small, but sociologically representative group of Public Adminsitration students, The various types of data which are referred to, are: data from talks delivered; written texts; data from listening and reading protocols; and data from interviews. With the interpretation of the data an attempt is not only made to come to an own understanding ("verstehen" - Weber (1958)) of the community of learners' experience and usage of Afrikaans, but also to cultivate a sensitivity for this with the wider teaching and research community.

The purpose of this study is to investigate factors that affected the poor performance of students in Afrikaans FAL1 at grade twelve level in three schools in the Pietermaritzburg region. The critical questions addressed relate to the attitudes of learners and educators towards Afrikaans as a subject; the factors that influenced the choice of Afrikaans FAL as a subject; the influence of teacher qualification on the results; and the effect of assessment techniques on student performance. A preliminary review of related literature suggested that no research has been carried out in Pietermaritzburg with regard to Afrikaans - Second Language or in any other subject in relation to grade twelve results. This research is designed to address these gaps that exist especially with regard to research on performance in Afrikaans - Second Language in grade twelve and to expose areas of weaknesses that contribute to poor performance. Krashen's (1982) Multiple Hypothesis Theory will underpin the theoretical framework of this study. I will also draw on Cook's (1991) theory about the role motivation plays in the learning of an additional language. This study employed both qualitative and quantitative techniques for data collection. This involved the use of structured interviews and questionnaires that were administered to educators, questionnaires that were administered to learners and checklists that were filled in by the principals to indicate the level at which their schools were resourced. An interview with learners and a weeklong observation schedule with educators would have added valuable data. Data analysis was carried out with the aid of a computer package called SPSS (Statistical Packages for Social Science). Pre-coded questionnaire responses were entered into a computer spreadsheet file and sorting and statistical comparisons of responses were carried out as appropriate. The study concluded with the finding that the use of a mother tongue and its impact on the acquisition of an additional language plays a major role in performance. In addition to this, the negative attitudes of African learners towards Afrikaans also had a disastrous impact on the results in grade twelve. Thirdly, the fact that learners did not study Afrikaans - Second Language prior to entering grade 10 made it difficult to grasp the language without any grounding that is normally acquired in primary school. Furthermore, students are fixed into course streams from grade 10 and Afrikaans Second Language is forced upon them if they choose certain subject packages. Finally in spite of one of the educators not being suitably qualified to teach Afrikaans - Second Language in the secondary school they were not exposed to professional development courses. Having identified certain factors that led to the poor performance of learners in Afrikaans - Second Language at grade 12 level, I hope that this information will be useful to the subject advisors, district managers and educators to address areas of concern. My recommendations are based on language policy, and professional development of educators. In terms of language acquisition, a second language should be introduced at grade three level. Secondly, I recommended that the Department of Education support the educators of Afrikaans FAL in the form of workshops and in service training and development. I suggest further research should be carried out with African learners but in different learning environments so that a comparison could be made between the two groups. A limitation of my study has reference to research tools. 1. Afrikaans FAL [First Additional Language] is also referred to as - Afrikaans Second Language. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

M.Ed. (Multiculturalism and Education) / The teaching of Afrikaans faces a variety of problems and challenges in a changing society. It is also evident that in future the teaching of Afrikaans will run parallel with marketing as a dynamic communication medium among the inhabitants of South Afrika (Botha, 1990:85). The above implies that Afrikaans as a language will still be taught as one of the official languages of South Africa. This also coincides with Strydom's remarks (Botha, 1990:85/86) that a new look of Afrikaans needs to be considered with regard to the unfolding of the multicultural reality of South Africa to all those learning the language. Emphasis, in the aim of teaching Afrikaans, rests in its functional use in societal context. Thus it has become inevitable that teachers who teach Afrikaans especially in black high schools require sufficient training. The importance of a well trained teacher for literature teaching cannot be disputed. Kuhn (1989:84), referring to the literature teacher, said "Die onderwyser se benadering in die vak bepaal die kwaliteit van interaksie tussen die teks en die leser grotendeels". In other words the teacher's role is vital in the teaching of literature. The teaching of Afrikaans literature in black high schools involves a considerable host of issues, namely stereotypes, negative attitudes and underqualified teachers. Students in literature classes appear not to understand Afrikaans literature. They are passive which means that literature teaching is dominated by teacher talk. The teacher goes to the extent of over explaining, trying to cover the syllabus. At the...

M.A. (Applied Linguistics) / In chapter 1 it is stated that the problem of academic underachievement should be addressed in a scientific manner. It is postulated that a responsible approach would be to identify the needs of the learners in question i.e. students who follow graduate courses in Afrikaans. In the second chapter it is shown that a learner-centred approach dictates a needs analysis. Furthermore the influence of attitudes and motivation on second language study is discussed. Chapter 3 gives a short historical overview of the development of language teaching with some emphasis on the communicative approach. The empirical data is presented and discussed in chapter 4. In the last chapter conclusions are drawn and some recommendations are made. The aim of the study is to identify the needs of students of Afrikaans at Vista University. It is accepted that the identification of the needs of the learners is instrumental in the approach of the aforementioned problem. The information was gleaned by an opinion survey which was completed by all third year students of Afrikaans. The data revealed that almost all students aim to teach Afrikaans to black children and they expect the courses to equip them for that. They also want to improve their communicative ability in Afrikaans. They are well . motivated(integrated motivation) to reach their goals. The learners are positive about the courses but they feel, however, that the courses are too" technicaI" and that they often find it difficult to identify with the "view of 1ife" portrayed in the 1iterature texts.

M.Ed. (Language Teaching) / The lack of proper regard for language variation and the heterogeneous nature of language in the teaching of Afrikaans First Language Secondary Phase caused various problems. Not only individuals but the whole Afrikaans language community and the language itself suffered. Language variation is actually recognised in the learning content and teaching approach of the latest Afrikaans First Language syllabus. However, because of the inadequate recognition in the syllabus and the current complexity of the Afrikaans language community, it is necessary to provide guidelines for augmenting the syllabus to improve the teaching-learning situation. This study therefore proposes appropriate learning content with regard to the heterogeneous nature of language, language variation and specific problems in the Afrikaans language community. In order to accommodate all the varieties of Afrikaans and speakers of these varieties in the teaching-learning situation, a multi-variety approach is recommended. With that in mind a strategy to implement a multi-variety approach and the teaching of the complex phenomenon, language variation in Afrikaans First Language Secondary Phase is proposed.