'n Kritiese ondersoek na Kaapse Afrikaanse taalkunde en kallitidentiteit in die Afrikaans Huistaalklaskamer aan die hand van Kaapse Afrikaanse idiomatiese uitdrukkings

[摘要] ENGLISH ABSTRACT : This study investigates the place of Cape Afrikaans linguistics and kallit identity in theAfrikaans Home Language classroom using Cape Afrikaans idiomatic expressions.Approximately 2.5 million learners speak Cape Afrikaans as their mother tongue, yettheir linguistic repertoire still does not form part of the study material used in theAfrikaans Home Language classroom. This exclusion of Cape Afrikaans linguisticsalienates kallit learners from the teaching and learning process which results in themregarding their own language as wrong, ugly and uncivilised. The transformativeprinciples of CAPS allow for the inclusion of Cape Afrikaans linguistics, yet it still hasnot been given space in Afrikaans Home Language classroom. Since idiomaticexpressions are embedded in the lived knowledge and cultural heritage of a particulargroup, it is used as a means towards making room for Cape Afrikaans linguistics andkallit identity in the Afrikaans Home Language classroom.The theoretical framework that underpins this study is the social constructivismlearning approach. The research design and methodology are grounded in theprinciples of participatory action research. A mixed methodology was used to collectthe data. In the first cycle of data collection, semi-structured interviews were conductedwith three Afrikaans subject advisors. In the second cycle of data collection, a focusgroup interview was conducted with the teachers at the chosen school of this study.The interviews in these two cycles focused on determining the participants'perspectives as curriculum implementers. In the final phase, an intervention,consisting of five sub-cycles, was undertaken with a grade 8 class. At the beginningof the intervention, the learners received a pre-intervention questionnaire to determinetheir perspectives on both Cape Afrikaans and their identity in the Afrikaans HomeLanguage classroom. Then, the learners were exposed to Cape Afrikaans linguisticsthrough the use of Cape Afrikaans idiomatic expressions. At the end of theintervention, the learners received a post-intervention questionnaire, similar to the preintervention questionnaire, in which they had to give their perspectives on CapeAfrikaans and their identity after exposure to Cape Afrikaans linguistics. The semistructured interviews, focus group interview and open-ended questions in thequestionnaire function as qualitative data and the closed-ended questions in thequestionnaire function as quantitative data. The main findings of the investigation are that Cape Afrikaans linguistics and kallitidentity are currently excluded from the Afrikaans Home Language classroom.According to the participants, Cape Afrikaans idiomatic expressions are anappropriate way of incorporating Cape Afrikaans linguistics and kallit identity in theAfrikaans classroom. After exposure to Cape Afrikaans in a positive light, the learnersdeveloped a language pride and regarded Cape Afrikaans as an integral part of theiridentity. According to the participants, especially the learners, Cape Afrikaans also haseducational value and must therefore be given more attention in the Afrikaans HomeLanguage classroom.

[发布机构] Stellenbosch University