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Taalideologie en Afrikatale: universiteitstudente se persepsie daarvan in ’n postapartheidsbedeling in Suid-Afrika
Literator | Vol 24, No 3 | a303 |
DOI: https://doi.org/10.4102/lit.v24i3.303
| © 2003 C.J. Venter
| This work is licensed under CC Attribution 4.0
Submitted: 01 August 2003 | Published: 01 August 2003
Submitted: 01 August 2003 | Published: 01 August 2003
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C.J. Venter, Skool vir Tale, Potchefstroomse Universiteit vir CHO, South AfricaFull Text:
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Language ideology and African languages: The perception of university students in a post-apartheid South Africa
Since the commencement of the new South African Constitution in 1996 student numbers in African languages at the Potchefstroom University for Christian Higher Education have dropped dramatically. It is argued in this article that this problematic situation should not be attributed to an inefficient language policy or ineffective course material, but rather to an ideological climate that is counter-productive to the optimal functioning of African languages as languages of education.
It was found that second-language speakers, who do not have any innate sentimental attachment towards African languages, also do not really attach any instrumental value to them. In the questionnaire they rather revealed an apathetic attitude. First-language speakers, however, revealed a strong sentimental and instrumental point of view concerning these languages, but also revealed an even stronger sentiment towards English as an instrumental language. However, African languages have to compete with English in the instrumental sphere.
Since the commencement of the new South African Constitution in 1996 student numbers in African languages at the Potchefstroom University for Christian Higher Education have dropped dramatically. It is argued in this article that this problematic situation should not be attributed to an inefficient language policy or ineffective course material, but rather to an ideological climate that is counter-productive to the optimal functioning of African languages as languages of education.
It was found that second-language speakers, who do not have any innate sentimental attachment towards African languages, also do not really attach any instrumental value to them. In the questionnaire they rather revealed an apathetic attitude. First-language speakers, however, revealed a strong sentimental and instrumental point of view concerning these languages, but also revealed an even stronger sentiment towards English as an instrumental language. However, African languages have to compete with English in the instrumental sphere.
Keywords
African Languages; Language Ideology; University Students’ Perceptions Of African Languages
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