Browsing by Author "Kruger, Estelle"
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- ItemDie gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer : ’n gevallestudie(AOSIS Publishing, 2007-08) Kruger, EstelleThis article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom. Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
- ItemDie gebruik van humormateriaal in die onderrig van Afrikaans(Stellenbosch : Stellenbosch University, 2006-12) Kruger, Estelle; Menkveld, H.; Troskie-de Bruin, C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: This study provides evidence of a qualitative research programme in which humour material was used in a case study as part of an Afrikaans language teaching programme. The primary participants in this programme were teacher education students at Stellenbosch University who have chosen Afrikaans as their major teaching subject at secondary schools. Indirectly, the secondary school learners whom the students had to teach during their teaching practice programme were also participants in the programme. In a literature study, the researcher explores several aspects that influence the reception and creation of humour in the language teaching context. The study focusses on factors related to the affective experience of learners in the language teaching context and the effect of humour on the learner's attitude, motivation, autonomy, personality and anxiety. The study also provides a literature review on the differences and similarities between male and female humour preferences and uses to establish insight in how humour appreciation is affected by gender issues. The way in which humour can influence the classroom atmosphere and forms part of cultural experience are also discussed. Specific attention is given to the creative process that can lead to creative writing in order to motivate the teaching programme followed that lead to the students' writing of parodies. These parody texts form an integral part of the data that was generated and analysed in this research. Analysis and interpretation of the parody texts revealed themes of late capitalism, materialism and consumerism, as well as typical student cultural manifestations of language usage and some of their existing attitudes toward the South African society in post-apartheid, and cross-cultural humour. In addition, the parodies exhibit several forms of creativity - different types of parody, dialogue between codes, examples of postmodern metafiction, manifestations of divergent thinking, and play with words and boundaries. It was apparent in the students' choices of teaching material for their teaching practice - which is part of their professional training programme - that all the critical and language specific outcomes in different learning areas can be integrated with language teaching by using humour material. Additionally, the study offers an exploration of using the computer in teaching Afrikaans to both home and additional language learners. More specifically, mention is made of a computer-assisted language learning programme with pictorial humour in teaching Afrikaans as an additional language and a virtual roleplay debate for home language teaching. Eventually the research is presented as a brico/age. Part of it is written in narrative form in an effort to describe the development of a personal epistemology as part of the study and the researcher's praxis.
- ItemDie gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal(AOSIS Publishing, 2003) Kruger, EstelleThe multicultural additional-language classroom has its own characteristics and requirements. An important element to keep in mind is that learners come from different cultures and all of them have their own perceptions of themselves, their own and other cultures. These perceptions can lead to conflict – something the educator has to deal with. Opportunities can be provided to work through the conflict and thereby facilitate intercultural understanding. Learners can be encouraged to become aware of their own stereotypes of the Other, which are influenced by historical and social realities and based on misperceptions. In order to grow in intercultural understanding, learners have to let go of their stereotypes and become willing to integrate the Other into their own identity. This article attempts to indicate why and how learners can be made aware of national and ethnic stereotypes in a youth text such as Wit oemfaan (1965) by F.A. Venter. The main aim is to train teacher educators at tertiary level to facilitate the learning process in an integration model for literature teaching by using imagology as theoretical framework. The teaching strategies aim to make the learner aware of the narrative voice and focalisation in the representation of stereotypes. The learner is guided to be confronted with the Self in the story, who is in unusual contact with the Other. This intercultural encounter in the secondary world of the literary text leads eventually to the maturation of the main character and can facilitate the maturation process of the additional-language learner of Afrikaans in the Further Education and Training phase at school.
- ItemImagologie en die bestudering van literêre stereotipes in die onderrig van Afrikaans as addisionele taal(AOSIS Publishing, 2002-11) Kruger, EstelleImagology is the study of national and ethnic stereotypes as represented in literature. These stereotypes are represented in literary images of identity and alterity when intercultural contact is portrayed in texts. The main concepts of Imagology are discussed to provide educators with a scientific framework in the teaching of Afrikaans as additional language, with specific reference to literature teaching. Learners from various cultural backgrounds bring with them their own stereotypes. Studying literary youth texts that portray images of national stereotypes can facilitate the process of intercultural understanding and reconciliation. Learners can be exposed to the representation of Self and Other in prescribed Afrikaans literary texts without their self-image being threatened, yet discovering the relativity of values, and learning respect for their own culture as well as for that of the target language. The background, scientific approach and principles of Imagology are described, as well as important concepts. By using Imagology as a literary tool in studying Afrikaans texts in the additional language classroom, literature teaching will include looking at the narrative and functions of youth literature to discern psychological and ideological focalisation, together with its influence on negative and positive representations of Self and Other.
- ItemDie insluiting van ’n (multi-) kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal(AOSIS Publishing, 2001-11) Kruger, EstelleIn 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.
- ItemDie integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma(Stellenbosch : Stellenbosch University, 2008) Kruger, EstelleDie artikel beskryf ’n gevallestudie waarin humoristiese tekste in die onderrig van Afrikaans aan onderwysstudente geïntegreer is. Die betrokke navorsingsprogram is gebaseer op 'n onderrigprogram wat binne 'n konstruktivistiese paradigma ontwerp en aangebied is. Ná 'n literatuuroorsig van bestaande navorsing wat die aanwending van humor in onderrigsituasies regverdig, word die navorsingsmetode binne 'n kwalitatiewe raamwerk bespreek. Verskillende fases van die onderrigprogram geniet aandag, aangevul deur voorbeelde van onderrigmateriaal en -vrae om die leergebeure te fasiliteer. Laastens volg 'n bespreking van bevindinge wat uit die navorsingsprogram gespruit het, met spesifieke verwysing na die waarde van die skryf van limerieke en parodieë, asook webgebaseerde rolspeldebatte en virtuele kletskamers as deel van rekenaarondersteunde taalonderrig. Ter afronding word die deelnemende studente se refleksie en kommentaar op die onderrigprogram ook in aanmerking geneem.
- ItemOnderwysstudente se parodieë as hibridiese tekste : ’n navorsingsverslag(AOSIS Publishing, 2006-08) Kruger, EstelleParody as hybridic text: research report Parody can be seen as one of the techniques of selfreferentiality through which a consciousness of the context dependency of meaning is revealed in an aesthetic way. This article explores the theoretical background of parody as literary style against which the researcher challenged a group of teacher education students in a research programme to generate their own parodies. The task required that they choose a well-known fairy tale and use its structure to mock their own society. Students of another group were asked as the writers’ peers to read the stories in order to engage in a dialogue between encoder and decoder in the process of reception. The educational aim of the programme was to equip students to reflect critically and react creatively to social, political and economic issues that surround them. Furthermore, the researcher wanted to discover how these texts would generate a flexibility, fluency and hybridity in relationship with the students’ cultural identity and how they would project their own liminality in a no-man’s land between youth and adulthood. Analysis and interpretation of the parody texts revealed themes of late capitalism, materialism and consumerism, as well as typical student cultural manifestations of language usage and some of their existing attitudes toward the South African political society in post-apartheid. The students’ parodies have intertextual density with imitation and subversion of the original text contexts and values. The writers used a variety of stylistic techniques to generate double-voiced narratives as manifestation of literary creativity.
- ItemDie ontwikkeling van 'n rekenaarondersteunde taalonderrigprogram op grond van Afrikaanse folklore(Stellenbosch University, 2007) Kruger, EstelleHierdie artikel doen verslag oor die ontwikkeling en gebruik van 'n rekenaarondersteunde taalonderrigprogram vir addisioneletaalonderrig. In navolging van verskeie teoretici voer die navorser aan dat die pikturale humor soos vervat in T.O. Honiball se strokiesprente as toegepaste Afrikaanse folklore beskou kan word - 'n soort kernliteratuur wat op mondelinge volksverhale berus. Die artikel bespreek die fases en faktore wat die ontwikkeling van die program vir gebruik in 'n virtuele taalklaskamer beïnvloed het, asook die uitkomste en inhoud daarvan. Uiteindelik is die program in 'n kwalitatiewe navorsingsprogram gebruik waar onderwysstudente dit aan die hand van addisioneletaalonderrigbeginsels moes beoordeel.