D.Litt. et Phil. / The matter of ill-equipped black Afrikaans teachers still remains a topical issue but it appears as though little progress has been made to remedy the situation. In the present research a literature study as well as an empirical investigation, conducted from a number of angles, were undertaken in order to identify the most irksome problems and to accordingly make recommendations towards the development of an in-service program. The literature study serves as the backdrop against which the empirical study was undertaken. The empirical study was conducted in accordance with the principles of the process of triangulation, i.e. deductions were only made after the data presented by each of the empirical components was diagonally compared and verified. The overarching purpose of the empirical study was to pinpoint the shortcomings in the professional outfit of both the teachers and the learning facilitators, and to subsequently determine to what extent the Free State Department of Education succeeds in rectifying them. The study revealed that the teachers experience a number of teaching-related problems and that their interaction with the learning facilitators does not bear much fruit. The learning facilitators are not sufficiently empowered to fulfil their duty as in-service trainers and they consequently experience difficulty in providing effective and purposeful in-service training. It is the duty of the Free State Department of Education to relieve the existing need for in-service training.

M.A. (Applied Linguistics) / Please refer to full text to view abstract

This article researches the attitude of learners to the oral activities in the Afrikaans Second Language classroom. The apparent discrepancy between learners' communicative competence and the oral year mark awarded by school-based educators is looked at. It seems as though neither educators nor learners participate very enthusiastically in oral activities in the classroom. Educators on the one hand appear to be preoccupied with assessment and the completion of a syllabus rather than with developing the communicative competence of learners. Learners on the other hand fear being censured and mocked by their peers and the assessment process most commonly used in the classroom compounds this anxiety. In Section 4 suggestions are made for reducing assessment anxiety so as to encourage learners to communicate spontaneously in Afrikaans. Learners of an additional language need to be provided with the opportunity to engage in oral activities that elicit the use of the target language in such a way that the learner's enthusiasm to participate neutralises the fear of using linguistic structures that they feel they have not yet mastered. OPSOMMING In hierdie artikel word leerders se houding !eenoor die mondelinge akliwiteite in die Afrikaans Tweede Taal klaskamer ondersoek. Die klaarblyklike wanverhouding lussen die leerders se kommunikaliewe vaardigheid en die mondeiinge jaarpunt wat deur onderwysers toegeken word, word ondersoek. Uit die studie blyk dit dat nog die leerders nog die onderwysers baie entoesiasties deelneem aan mondelinge aktiwiteite in die klaskamer. Die onderwysers blyk behep te wees met die insamel van punte en die voltooiing van leerplan items sonder om aandag te skenk aan die ontwikkeling van leerders se kommunikatiewe vaardighede. Die vrees wat leerders het vir die sensuur deur hulle portuurgroep, word versterk deur die evalueringsangs wat die assesseringsmetodes skep. Voorstelle word gemaak om leerders se kommunikasievrees en toelsangs te verminder om sodoende leerders aan te moedig om sponlaan in Afrikaans te kommunikeer. Leerders van 'n Tweede Taal moet die geleentheid gegun word vir mondelinge aktiwiteite wat taal-in-gebruik sal ontlok, waar die entoesiasme vir die taak die leerder sal laat vergeet van die taalkennis wat nog nie bemeester is nie en wat deur deelname aan die aktiwiteit ontdek word. / Thesis (M.A.)-University of Natal, 2001.

Abstract not available. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017. / Since 2012, the poor literacy levels of intermediate phase (IP) learners have been a concern for officials in the Western Cape Education Department (WCED). Responding to the literacy crisis, the WCED has implemented the South African Curriculum and Assessment Policy Statement (CAPS), along with various other literacy interventions, but in the West Coast District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this thesis sheds light on the implementation of the writing-instruction practices prescribed by CAPS: specifically, the implementation of “shared writing” as a scaffolding method for teaching writing to learners. The thesis maps the theoretical and conceptual framework of the writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of responsibility (GRR) and balanced language approach (BLA) instruction models propose that a competent adult should interactively model the writing process to learners before group writing (practice) and independent writing (assessment) are attempted. While these stages of instruction are included in CAPS, this study investigated the extent of their implementation. Current literature in the field of writing instruction foregrounds the concepts of “thinking aloud” and “shared pen”, according to which the teacher and the learner co-compose a text, allowing learners to become competent writers. In this study, quantitative and qualitative research methods were used to describe and understand West Coast District IP Afrikaans Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing process. Data collection consisted of quantitative and qualitative questionnaires, as well as interviews, with results converted into percentages. Subsequent data analysis disclosed the patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West Coast District. Current IP writing-instruction practices can provide the South African Department of Basic Education (DBE) with valuable insights into the implementation of shared writing, and of CAPS as a whole.

D.Litt. et Phil. / 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.

M.Ed. (Curriculum studies) / The purpose of this research is to determine the nature of the deficiency experienced by high school beginners in the northern suburbs of Johannesburg relating to the ability to use Afrikaans as a second language. From practical experience, through the study of literature and by means of empirical tests it will be determined whether these English-speaking high school beginners have in fact experienced a deficiency in the ability to use Afrikaans as a second language. It will also be determined what causes this deficiency. By means of a standardised HSRC test, the validity of the existence of a deficiency in the ability to use Afrikaans was proved. The findings derived from the results of the test will give a distinctive concept of the extent to which pupils conform to the requirements of the standard six syllabus. It will, therefore, be determined to what extent the pupils' ability to use Afrikaans as a second language conforms to the requirements of the standard six, syllabus. It will also be determined to what extent the teachers contribute towards this deficiency and whether an efficient method can be introduced for the tuition of Afrikaans as a second language. The deficiency can also be attributed to the milieu in which the pupils live and the phase of life which they experience, namely the puberty phase. By means of this research an attempt is made to prove that it is possible that there may in fact exist a deficiency in the ability to use Afrikaans as a second language by the high school beginner in the northern suburbs of Johannesburg. Guided by the results of the standardised HSRC tests and in pursuance of a study of the appropriate literature which relates to this problem, guidelines are being formulated in an effort to reduce the existing deficiencies.

M.A. / To what extent can and does the left hemisphere and the right hemisphere become involved in the teaching of Afrikaans as a first language in the secondary school? According to the Transvaal Education Department syllabus it must be irrevocably accepted that most of the teaching of Afrikaans as a first language is presented by the left hemisphere. Latent abilities to understand in the present day scholar can only be developed to their full potential if the right hemisphere of the brain is stimulated and is allowed full extension. As a result of the fact that the right hemisphere is specialized for holistic processing its capacity can be increased by tasks which develop positive emotional images and activities. By way of introduction the origin of left and right hemispheric studies is given. Joseph Bogen feels that the community overvalues the domination of the left hemisphere to the detriment of the right hemisphere. A few theories and methods dealing with the laterality of thought have been closely examined and the working of a few principles of Suggestopedia are briefly discussed...

M.Ed. (Education) / Please refer to full text to view abstract

M.A. (Afrikaans) / Language sexism and stereotyping in Afrikaans teaching material perpetuate an image of Afrikaans reality which is not in keeping with the modern spirit of the times. Excessive language sexism can result in the second or foreign language learner forming an unfavourable image of the speakers of the language. It can also have teaching implications, of which a negative attitude and lack of motivation are the most important. It is the aim of this study to determine to which degree language sexism and sexist stereotyping occur in Afrikaans teaching material. The method of research followed when analysing several Afrikaans courses for adult foreign language learners is a qualitative-interpretative one. The subjectivity of such method is minimised by the quantitative support of the triangulation process followed in determining the occurrence of the male pronoun "he" in Afrikaans...