Proefschrift Rijksuniversiteit Limburg, Maastricht. / Met samenvatting in het Engels. - Met lit. opg.

AfrikaansIn die vroeë Transvaalse koerante se korrespondensiekolomme, sowel as in die eerste Afrikaanse Bybel en die spelreëls vanaf 1875, is ‘n verskynsel bemerk waarvoor daar in dié studie rekenskap gegee word, naamlik dat daar n tydstip was waarin daar ‘n tipe Afrikaans (ATA) bestaan het wat van sowel huidige AB-Afrikaans as AB-Nederlands van die begin van die eeu verskil het. Hiérdie Afrikaans bewys dus dat daar iewers in die ontwikkelingsgang van Afrikaans ‘n proses van vernederlandsing moes plaasgevind het, want ABA en ABN vertoon tans groot ooreenkomste, terwyl die vroeë Transvaalse Afrikaans ‘n karakteristieke eiesoortigheid weerspieel. Vernederlandsing impliseer taalverandering en taalverandering geskied op verskeie wyses: deur middel van natuurlike ontwikkeling, taalkontak, taalversteuring, ensovoorts. In hierdie studie word veral gelet op die produktiewe prosesse van taalverandering wat in Afrikaans werksaam was, te wete sosiale verandering en grammatikale verandering/reëluitbreiding. Laasgenoemde begin in die vorm van variante/wisselvorme - heel moontlik as gevolg van botsende lae, naamlik tussen ‘n standaardnorm en nie-standaardnorm. Die variante vertoon ‘n kenmerkende verspreiding wat in die formule Informele taalgebruik gaan formele taalgebruik voorafuitgedruk kan word. In die meertalige situasie aan die Kaap het daar verskeie nie-standaardvorme van die doelwittaal, Nederlands, bestaan. Omdat taalverandering vanuit die nie-standaardlaag (hierdie informele vlak) van ‘n taal plaasvind, het een van die nie-standaardvorme van Nederlands sekere veranderinge as gesproke taal begin vertoon en sodoende is die proses van die verafrikaansing van die nie-Standaardnederlands vol trek. Tydens die Engelse periode in Suid-Afrika moes Nederlands en Afrikaans hul kragte saamsnoer om teen die magtige kultuurtaal, Engels, te bly voortbestaan. Die aanslag is inderdaad afgeweer en hierna het Afrikaans Nederlands geleidelik as hoëfunksietaal begin vervang. Afrikaans is in 1925 as amptelike taal naas Engels erken – ‘n taal wat in daardie stadium nog nie volle wasdom bereik het nie, maar volgens Regeringsordonnansie sy plek as volwaardige taal as Engels moés inneem. Die eie Afrikaanshede wat diensbaar was aan die nuwe omstandighede van die bestaan is behou, maar verder is daar in hierdie wordingstryd na Nederlands teruggegryp ten opsigte van die woordeskat, spreekwoorde, sinsbou, woordorde, spelling en spelreëls, die wetenskaplike en tegnologiese terminologie, selfs in die daarstelling van ‘n eie Afrikaanse Bybel - die proses van vernederlandsing waaroor hierdie studie dit het. English In this study an account is given of a phenomenon which becomes apparent when studying correspondence columns of the earliest Transvaal papers, the first Afrikaans Bible as well as Afrikaans spelling rules (as from 1875), viz. that there is a distinguishable difference between early written Afrikaans as used in the Transvaal, and modern Afrikaans, and even between this early Afrikaans and Dutch. This clearly proves that there was a time when Afrikaans did not resemble presentday Afrikaans. Why the change? Change in a language is a natural phenomenon. If change takes place in a multilinguistic situation, it may result in the development of so-called non-standard varieties of the dominant language. From 1652 onwards there existed a multilinguistic speech community in South Africa in which different non-standard varieties of the dominant language, Dutch, were found. One of these non-standard varieties developed into Afrikaans (the process of change always originates at a stage of non-standard usage) . In this way the process of Afrikaansification ("verafrikaansing") became complete. When English became the dominant language in South Africa, Dutch as the formal "high" language and Afrikaans as the so-called "low" variety had to combine forces in order to survive the onslaught of Anglicising influences. Afrikaans eventually replaced Dutch as the "high" language and even became one of the official languages of South Africa in 1925. This meant that Afrikaans had to hold its own in opposition to English, but it was a question of whether Afrikaans was vigorous enough to do so. As it obviously was not, it had to borrow from the Dutch lexicon, spelling system, word order and syntactic patterns, as well as from Dutch scientific definition and technical terminology. It even took Dutch as a model for the translation of the first Bible in Afrikaans. Thus, the process of the Dutchification of Afrikaans became a reality. This process may be illustrated as follows: Dutch -----> Afrikaansification -----> Back to Dutch (Thus: Dutchification). staan(en) -----> staat ----> staan / Thesis (DLitt)--University of Pretoria, 2008. / Afrikaans / unrestricted

Academisch proefschrift -- Universiteit van Amsterdam, 1988. / Includes bibliographical references and index.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1999.

This study examines the value and relevance of autobiographical texts in the classroom. For the purpose of this study the focus is on Het Achterhuis: dagboekbrieven van Anne Frank. It is a critical study to establish whether autobiographical texts such as Het Achterhuis should have a rightful place in the learning environment alongside novels and other texts in the Afrikaans classroom and to determine how learners can benefit when they are exposed to a variety of texts to develop their minds through analytical thinking and creative writing. Chapter one presents a theoretical perspective on autobiographical texts such as the autobiography, the letter, memoires and the diary. Through autobiographical texts readers gain knowledge about peoples’ lives, experiences, weaknesses and strengths. Human interest arouses curiosity and encourages reading and research. Chapter two offers a literary analysis of Het Achterhuis. The textual analysis focuses on the background of Anne Frank during her period of hiding from persecution in the holocaust as well as on the interpersonal relationships and difficult circumstances the eight people in hiding had to share. With the coming to power of Hitler in 1933 and the subsequent persecution of the Jews, their rights were restricted step by step and the Jewish community was gradually isolated. Deportation started and thousands of Jews went into hiding. In July 1942 Otto Frank, his wife and two daughters together with four other Jews moved into a secret annexe behind Otto Frank’s business premises. The experiences of the above-mentioned eight people in hiding have been described by Anne Frank in a diary which she selected when her and her father Otto went shopping together. She received the diary which was one of her most precious gifts on her thirteenth birthday, shortly before going into hiding. The diary entries of Anne Frank convey a key message of tolerance and perseverance. Chapter three of this study focuses on the physical, emotional and social development of the adolescent. Anne Frank’s diary was written when she was in the age group 13 – 15. High school learners can identify with Anne Frank as a teenager like themselves who also experienced the typical insecurities, resentments and rebelliousness of the adolescent. In addition to the historical value of Anne Frank’s diary as a testimony of the holocaust, she is a role model for the teenager of today. The example of how Anne dealt with her problems helps learners to overcome obstacles and to deal with the realities in life. Finally, chapter four investigates the numerous possibilities of using Het Achterhuis as a text in the classroom to enhance teaching and learning. This chapter is based on actual findings that were made after using Het Achterhuis as a prescribed text in a grade 11 classroom in 2006. An important finding is that learners can benefit by being exposed to a variety of texts about life writing to develop their minds by analytical and critical thinking, creative writing and integration with other school subjects. Through autobiographical texts diverse perspectives can be introduced to enable learners to develop a more balanced view of the world. The code of the diary offers the best opportunity to give expression to one’s own life. Narratives are necessary to form your own identity. Through diary inscriptions you make contact with the inner self and a sense of identity is achieved. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This study examines the relationship between father and son in the novel Indische duinen (1994, 2002) by Adriaan van Dis within the context of post-war and postcolonial Dutch society. It relates the process by which an adult son, 36 years after the death of his father, comes to terms with the memory of a man whom he has always seen as unreasonably strict, violent and even cruel. During this process the son discovers the effects of colonialism, war, the Japanese occupation of the Dutch East Indies (subsequently Indonesia) and the process of rapid decolonisation and repatriation to the Netherlands upon his father. For the father the latter experiences amount to what Kaja Silverman (1992: 55) refers to as "historical trauma". The experiences that shaped his father and influenced his behaviour towards his son are linked to what Paul Ricoeur (1992: 121) would refer to as the father's "narrative identity" and his sense of masculinity (Cormell, 1995: 77 - 81) which have both been marginalised within the "dominant fiction" (Silverman, 1992: 54) of the postcolonial society in which he has been forced to live. As the son discovers the father through a process of retelling both his father's story and the story of their relationship he is able to gain sense of understanding and closure. Regarding issues of race and gender in Dutch colonialism and the trauma of postcolonial alienation this study draws upon the insights of E.M. Beekman (1988 and 1998), Frances Gouda (1998), Elsbeth Locher-SchoIten (1995), Rob Nieuwenhuys (1982), Edy Seriese (1995), Ann Laura Stoler (1992, 1995 and 1997) and Peter van Zonneveld (1995, 2002 and 2003). / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2004.

This article has as focus an environmental education analysis of ten selected poems from the book Skakering (Opperman and Coetzee 1991) to associate the problem of environmental education with the teaching of a humanities subject like Afrikaans, and specifically in the light of the poem as text. It has as its aim the teaching of a genre, to relate in this regard the single text (the poem text) to the environment and environmentally associated problems. In this respect an approach which is aimed at selected texts in Skakering (Opperman and Coetzee 1991) shall possibly accentuate both teachers and pupils' relationship with nature. This article will concentrate on the following: a definition of environmental education as phenomenon which links up the concept ecology, general overview of the important and relevant sources, a theoretical explanation of the concept environmental education, a brief discussion of existing studies that pays attention to the environment and environmental education in the literature, the analysis of the contents of poems that represent certain environmental problems, and an awareness of the pedagogical implications for the teacher. OPSOMMING Hierdie artikel het as fokus 'n ' omgewingsopvoedingsanalise van tien geselekteerde gedigte uit die bundel Skakering (Oppenman en Coetzee 1991 ) om die probleem van omgewingsopvoeding in verband te bring met die onderrig van 'n geesteswetenskaplike vak 5005 Afrikaans. en spesifiek aan die hand van die gedigteks. Oit het as doel die onderrig van 'n genre, om in die verband die enkelteks (die gedigteks) in verband te bring met die omgewing en omgewingsverwante probleme. In hierdie opsig sal 'n benadering wat op geselekteerde tekste in Skakering (Opperman en Coetzee 1991 ) gerig is, beide ondervvysers en leerlinge se verhouding met die natuur aksentueer. In hierdie artikel word op die volgende gekonsentreer: die omskrywing van omgewingsopvoeding as verskynsel wat aansluit by die konsep ekologie, In oorsig van die belangrike en retevante bronne, 'n toeretiese uiteensetting van die konsep omgewingsopvoedingsbenadering, 'n kortlikse bespreking van bestaande studies wat aandag gee aan die omgewing en omgewingsopvoeding in die letterkunde, 'n analise van die inhoud van gedigte wat bepaalde omgewingsopvoedingsprobleme representeer, en 'n bewustheid van die pedagogiese implikasies vir die onderwyser. / Thesis (M.A.)-University of Natal, Durban, 2001.

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.

In hierdie mini-skripsie word daar na fantasieliteratuur in die multikulturele Afrikaans klaskamer gekyk. Die aard van fantasieliteratuur, naamlik die fabel, sprokie, volksverhaal, mite, legende en toekomsfiksie word omskryf. Die studie poog ook om die ooreenkomste wat bestaan tussen fantasieliteratuur in Engels, Afrikaans, Zoeloe en SeSotho uit te wys en om aan te dui wat die implikasie van hierdie ooreenkomste binne die multikulturele Afrikaanse klas is. SUMMARY This mini-thesis focuses on the study of Fantasy literature in the multicultural Afrikaans classroom. Different genres, ego fable , myth, folktale, fairytale, legend and science fiction will be looked at. The study will also try to look at the similarities present in the fantasy literature of English, Afrikaans, Zulu and seSotho and the implications thereof in the multicultural Afrikaans class. / Thesis (M.A.) - University of Natal, Durban, 1999.

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