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

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied