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Die insluiting van ’n (multi-)kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal
Literator | Vol 22, No 3 | a370 |
DOI: https://doi.org/10.4102/lit.v22i3.370
| © 2001 E. Kruger
| This work is licensed under CC Attribution 4.0
Submitted: 07 August 2001 | Published: 13 June 2001
Submitted: 07 August 2001 | Published: 13 June 2001
About the author(s)
E. Kruger, Departement Didaktiek van Afrikaans, Universiteit van Stellenbosch, South AfricaFull Text:
PDF (86KB)Abstract
The inclusion of a (multi-)cultural component in the curriculum for Afrikaans as additional language
In this article the author pleads for a democratisation of Afrikaans as an additional language curriculum so that the teaching and learning of Afrikaans could contribute towards cross-cultural consciousness. Relevant definitions of the concept culture are discussed, as well as intercultural understanding, stereotyping and communication. The relationship between literature, culture and cognitive development as well as culture and nonverbal communication is perused. Several ways are indicated by which culture could be integrated into a communicative Afrikaans language programme, such as giving attention to different sociolinguistic speech routines, including authentic media texts, as well as the study of folklore and stereotypes in literary texts (with examples of each of these cultural components). Broadening the learning content in this way could assist in neutralising the negative effects of the political-historical past of the Afrikaans language. This aim can be reached if the non-mother tongue learner’s interests are stimulated and his/her needs are addressed. Being involved in and exposed to these kinds of cultural components in Afrikaans, the learners would feel at home in the additional language classroom. Consequently they would feel free to participate actively – both emotionally and cognitively – and would ultimately accept responsibility for their own learning.
In this article the author pleads for a democratisation of Afrikaans as an additional language curriculum so that the teaching and learning of Afrikaans could contribute towards cross-cultural consciousness. Relevant definitions of the concept culture are discussed, as well as intercultural understanding, stereotyping and communication. The relationship between literature, culture and cognitive development as well as culture and nonverbal communication is perused. Several ways are indicated by which culture could be integrated into a communicative Afrikaans language programme, such as giving attention to different sociolinguistic speech routines, including authentic media texts, as well as the study of folklore and stereotypes in literary texts (with examples of each of these cultural components). Broadening the learning content in this way could assist in neutralising the negative effects of the political-historical past of the Afrikaans language. This aim can be reached if the non-mother tongue learner’s interests are stimulated and his/her needs are addressed. Being involved in and exposed to these kinds of cultural components in Afrikaans, the learners would feel at home in the additional language classroom. Consequently they would feel free to participate actively – both emotionally and cognitively – and would ultimately accept responsibility for their own learning.
Keywords
Additional-Language Curriculum; Cultural Component In Language Acquisition; Role Of Folklore; Intercultural Comprehension
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