Educationists, linguists and other stakeholders are concerned about the effectivity of the level of
teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional
Language are not qualified in the teaching of specifically a foreign language. There is a lot of
uncertainty concerning the difference between the teaching of a home language and additional
language teaching. In order to ensure learners improvement and achievement as well as future use of
Afrikaans Additional Language it is necessary that the teaching of additional languages, especially
Afrikaans must be given appropriate attention.
The purpose if this study was to determine the selection the teachers made regarding teaching and
learning approaches, methods and teaching materials, including the curriculum, textbooks and other
documents, as well as to establish the perceptions of the learners regarding these approaches,
methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda
District through empirical research, and to undertake a literature study to establish a teaching-learning
program framework that can facilitate to the effective implementation of the National Curriculum and
Assessment Policy Statement in all the language skills of Afrikaans Additional Language.
An interpretive research paradigm was used as foundation for this study. A literature study was
undertaken to establish what such a framework should look like with specific attention to language
skills. Qualitative research was undertaken through using multiple case studies where teachers and
learners who were willing to take part were questioned and observed regarding the teaching of
Afrikaans Additional Language as well as the problems they experienced. Documents such as
teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus:
thematic analysis with the use of the computer software program, NVivo 8, where the data was
reduced and thereafter analysed manually by the researcher. The researcher then used a comparative
analysis to compare the different case studies (schools).
The results of this study showed that the implementation of the curriculum was problematic for
teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather
stick to textbooks. The results also indicated that the teachers who did not use the communicative
approach preferred to teach mainly through direct instruction. The communication in the classrooms
was mainly teacher-orientated and the learners got little chance to use the language in interactive
activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help
teachers with the planning of their teaching as well as the implementation of the curriculum that could
result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/11071 |
| Date | January 2012 |
| Creators | Du Toit, Christine |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0669 seconds