Includes bibliographical references. / This study examines the status of ALs in the school context. In this thesis I argue that AL syllabi and textbooks are not at the same cognitive, affective and psycho-social level as their English counterparts. The important role of the mother tongue as a powerful platform for cognitive and psycho-social development of the African child is also discussed. My argument is that the low status of the ALs is visible in the textbooks that are in schools. With the introduction of the new Curriculum, there arises a need to write new AL textbooks. As the expertise is lacking among AL speakers to write postmodern textbooks as envisaged by Curriculum 2005, I propose a collaboration between AL and English practitioners as a necessary and feasible transitory step in the development of new AL textbooks.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/16134 |
| Date | January 1999 |
| Creators | Mahlalela-Thusi, Babazile |
| Contributors | Esterhuyse, Jan |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MPhil |
| Format | application/pdf |
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