'n Ondersoek na graad 4-leerders, met IsiXhosa as Huistaal, se leerpraktyke van Afrikaans Eerste Addisionele Taal in 'n meertalige konteks: 'n Gevallestudie

[摘要] ENGLISH ABSTRACT : The fundamental principles for equal education dictate that every learner will have equal accessto education; no language will be directly or indirectly used as the dominant or asdiscriminatory language and multilingualism will be encouraged (Heugh 1995:45 in Heugh,Siegrühn & Plüddemann 1995). This investigation was conducted due to the vast number oflearners studying Afrikaans First Additional Language (FAL) while their lingual capabilitieswere in reality on a third, fourth or even fifth language level. Myburg, Poggenpoel and VanRensburg (2004:573) go on to write that it is a common occurrence in South African schoolsthat teaching and learning is primarily conducted in the learners' second or third language. Thismeans that learners receive their education in a language that is not their home language. Thistendency is one of the reasons for the challenging education system in South Africa.This investigation focuses on the learning practices of Afrikaans FAL for grade 4 IsiXhosahome language learners with an additional involvement of grade 4 Shona and French-speakinglearners. The emphasis is on the learning practices of learning a new language. Thisinvestigation will contribute to other research and especially to the skills of teachers to ensuresuccessful facilitation of learning. The learning practices in the classroom should beimplemented in such a way that every learner will achieve success within their own learningcapabilities. Language is thus important in all learners' learning practices.The purpose of this research is to investigate the learning practices of Afrikaans FAL of grade4 IsiXhosa home language speakers. Similarities between learning Afrikaans for grade 4Xhosa, Shona and French-speaking learners were discovered. Furthermore, the analysis of thechallenges as well as most important positive factors relating to the learning practices ofAfrikaans FAL for grade 4 Xhosa, Shona and French-speaking learners took place. Thisresearch embraces additive multilingualism encompassing both the spoken and the writtenliteracy forms of language within a multilingual school context.A case study with a qualitative method with some considerations of quantitative data was usedas the primary research methodology allowing for the provision of multiple resources toconduct a comprehensive analysis. The following methods were used in this case study: athorough literature study focusing on Piaget's (1953) cognitive development theory andVygotsky's (1978) social constructivist theory on language acquisition as well as the researchof Cummins (1984 to the present) regarding second language acquisition were investigated.The researcher visited the school over a period of six months where observations were conducted, interviews with the learners, their parents and the Afrikaans teacher took place andthe learners' work books were used as reference.Although Afrikaans can be heard in the Western Cape daily, it remains a third or fourthlanguage for many South Africans, as well as immigrant learners. Despite Afrikaans beingtaught as a second language, it is not heard often outside the class and school context. TheXhosa, Shona and French-speaking learners' micro- (family) and exo- (community) systemsdo not have a solid comprehension of Afrikaans. At home there is a lack of support for learnerswith Afrikaans. Learners struggle with comprehension subjects, for example Afrikaans FAL,due to their language barrier.The results of this investigation indicate that Afrikaans as a second language can be positivelystudied when the following principles are applied by third of fourth language speakers.Afrikaans should be used more outside the school and classroom context. Learning and supportgroups in the classroom will make a positive contribution to the teaching and learning ofAfrikaans FAL. Teachers should facilitate more sensory and practical learning experiences andparents' Afrikaans capabilities should be enhanced. It is important to involve Afrikaans inmany facets to manage the realistic expectations within South Africa's multilingual andmulticultural context.This research recommends that teachers should acquire fundamental communication skills ofthe languages mostly spoken in the province that they teach. The National Department of BasicEducation should also devote more time to language structures and conventions in the CAPScurriculum.The results of this research can also be further applied elsewhere in the country and possiblywithin an international context due to the global issue of learners learning a second languageat third, fourth or even fifth language level. If the recommendations of this research are appliedby the learners who took part in this investigation, their ability to comprehend Afrikaans as afirst additional language can be addressed effectively.

[发布机构] Stellenbosch University