Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study is set at a school where the population of a formerly Afrikaans medium school has
radically changed as a result of new education policies in South Africa. An immediate
consequence is that English is now used as a parallel LoLT.
This research sets out to recount and interpret the lived experience of five teachers in
responding to the challenges of teaching in a multilingual classroom. First selected literature
on multilingualism and multiculturalism, both pre-set and inset teacher preparation for such
contexts, and language policy in education in South Africa are reviewed. The case study uses
structured interviews and classroom observation to generate data. A broadly narrative mode
is used in exploring and analysing the data.
The experiences of the five teachers varied greatly. Important factors in colouring their
experience are the degree of facility (or otherwise) in using languages other than their mother
tongue to mediate learning, their beliefs on teaching, and their openness or bias towards
particular cultural groups. All of them felt that they would have benefited from specific
training or development in teaching in a multilingual/multicultural environment.
In the final chapter the argument is presented that teachers need support to develop and
enhance their teaching strategies. Ideally pre-service teacher education courses should reflect
the demographics of South Africa. At the very least all pre-service courses should include a
module on multilingualism and offer the knowledge and skills necessary for successful
teaching in the new South Africa. In-service courses should also create opportunities for
teachers to develop dynamic ways of meeting the challenges they face in the multilingual
classroom. / AFRIKAANSE OPSOMMING: Vir hierdie studie is ‘n voormalige Afrikaansmediumskool gebruik waarvan die
skoolbevolking radikaal verander het as gevolg van die nuwe onderwysbeleid in Suid-Afrika.
‘n Onmiddellike gevolg was dat Engels nou as ‘n parallelle taal vir onderrig en leer gebruik
word.
Die navorsing handel oor en interpreteer die werklike ervarings van vyf onderwysers in
reaksie op die uitdagings om in ‘n multitalige klas onderwys te gee. Eerstens word
geselekteerde literatuur oor multitaligheid en multikuturaliteit, die voorbereiding van sowel
voordiens- as indiensopleiding van onderwysers vir sodanige kontekste en taalbeleid in die
onderwys in Suid-Afrika bespreek. Vir die gevallestudie is gestruktureerde onderhoude en
klaskamerwaarneming gebruik om data te genereer. ‘n Breë narratiewe modus is gebruik on
die data te ondersoek en ontleed.
Die ondervindings van die vyf onderwysers het baie verskil. Belangrike faktore wat ‘n
invloed gehad het op hulle ervarings is die mate van bekwaamheid ten opsigte van hulle
gebruik van tale wat nie hulle moedertaal is nie om leer te medieer, hulle seining oor die
onderwys, en hulle openhartigheid of vooroordeel teenoor bepaalde kulturele groepe. Almal
het gevoel dat hulle sou gebaat het by spesifieke opleiding of ontwikkeling ten opsigte van
onderrig in ‘n multitalige of multikulturele omgewing.
In die laaste hoofstuk word dit gestel dat onderwysers ondersteuning benodig om hulle
onderrigstrategieë te ontwikkel en te versterk. Ideaalgesproke behoort
onderwyseropleidingsprogramme die demografie van Suid-Afrika te reflekteer. Alle
onderwyseropleidingsprogramme behoort ten minste ‘n module oor multitaligheid in te sluit
en die kennis en vaardighede aan te bied wat benodig word om ‘n suksesvolle onderwyser in
die nuwe Suid-Afrika te wees. Indiensopleiding behoort ook geleenthede te skep vir
onderwysers om dinamiese werkswyses te ontwikkel om die uitdagings wat hulle in die
multitalige klas gaan teëkom te hanteer.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/16504 |
| Date | 12 1900 |
| Creators | Temanie, Leon F. |
| Contributors | Ridge, E., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | Stellenbosch University |
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