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Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012Black, David Alexander 01 1900 (has links)
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)
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Investigating Grade one teacher perceptions of reception year learner readinessMahan, Sibongile Johannah 02 1900 (has links)
The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One.
The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng.
Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development.
This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation.
The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms.
Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)
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243 |
Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012Black, David Alexander 01 1900 (has links)
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)
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244 |
Investigating Grade one teacher perceptions of reception year learner readinessMahan, Sibongile Johannah 02 1900 (has links)
The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One.
The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng.
Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development.
This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation.
The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms.
Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)
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Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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246 |
Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
|
247 |
The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
|
248 |
Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
|
249 |
The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
|
250 |
Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
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