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Die insluiting van ’n (multi-) kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal

dc.contributor.authorKruger, Estelleen_ZA
dc.date.accessioned2015-03-24T14:11:43Z
dc.date.available2015-03-24T14:11:43Z
dc.date.issued2001-11
dc.identifier.citationKruger, E. 2001. Die insluiting van ’n (multi-) kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal. Literator, 22(3): 75-91, doi: 10.4102/lit.v22i3.370af_ZA
dc.identifier.issn2219-8237 (online)
dc.identifier.issn0258-2279 (print)
dc.identifier.otherdoi: 10.4102/lit.v22i3.370
dc.identifier.urihttp://hdl.handle.net/10019.1/96415
dc.descriptionCITATION: Kruger, E. 2001. Die insluiting van ’n (multi-) kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal. Literator, 22(3): 75-91, doi: 10.4102/lit.v22i3.370.en_ZA
dc.descriptionThe original publication is available at http://www.literator.org.zaen_ZA
dc.description.abstractIn 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.en_ZA
dc.description.urihttp://www.literator.org.za/index.php/literator/article/view/370
dc.format.extent17 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishingen_ZA
dc.subjectMulticultural education -- Curricula -- South Africaen_ZA
dc.subjectEducation -- Curricula -- South Africaen_ZA
dc.subjectAfrikaans language -- Study and teaching -- South Africaen_ZA
dc.subjectSecond language acquisitionen_ZA
dc.titleDie insluiting van ’n (multi-) kulturele komponent in die kurrikulum vir Afrikaans as addisionele taalaf_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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