D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:12864 |
| Date | 17 November 2014 |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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