Die gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal

Kruger, Estelle (2003)

CITATION: Kruger, E. 2003. Die gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal. Literator, 24(3): 57-84, doi: 10.4102/lit.v24i3.301.

The original publication is available at http://literator.org.za

Article

The 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.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/96423
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