'n Houdingsondersoek na die taalbeleid en taalplan van die Universiteit Stellenbosch : die houdings van derdejaarstudente en dosente

Swart, Christel (2016-12)

Thesis (MA)--Stellenbosch University, 2016.

Thesis

ENGLISH ABSTRACT: This study researches the extent to which the attitudes of third year students and lecturers toward the Stellenbosch University (SU) language policy changed since the previous attitude studies were conducted – with specific reference to the Leibowitz-study (2006). To demonstrate this an empirical study was done in 2015, with both qualitative and quantitative data, among third year students and lecturers in five faculties of the SU. Attitudes toward language and language policy, which could also determine behaviour related to the policy – as was seen at various instances in the history of South Africa – is an important aspect of the successful implementation of a language policy. When attitudes toward a specific policy is negative, it could potentially influence how the policy is accepted as well as the willingness to apply the policy in question. Attitudes, however, are not static, which is why it is of importance to conduct research on this matter on a regular basis and to test these attitudes, as it can change in accordance with the changing context in which the policy is implemented. When revising a language policy these changing attitudes should be kept in mind. Among other things, the contextualisation of the SU language policy (both the contemporary and historical contexts) pointed out that the circumstances in which the SU language policy is applied, changed – especially over the past decade. This would necessarily have led to changing attitudes toward the Language Policy, but also toward Afrikaans as an important issue in the SU language debate. From the results of the survey it is evident that attitudes regarding Afrikaans have changed since the previous studies. Other important attitude shifts were also noted from the empirical results, including attitudes regarding the importance of the languages in question (Afrikaans, English and isiXhosa), the role of multilingualism, attitudes regarding the importance of English, the language preferences of students and lecturers, the use of more than one language in class rooms, as well as attitudes toward different language options and the implementation of the Language Policy within the specific faculties.

AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die mate waarin derdejaarstudente en dosente se houdings jeens die Taalbeleid van die Universiteit Stellenbosch (US) verander het sedert die vorige houdingsondersoeke – in besonder die Leibowitz-ondersoek (2006). Om dit aan te toon, is ’n empiriese ondersoek, met kwantitatiewe en kwalitatiewe data, in 2015 uitgevoer onder derdejaarstudente en dosente van vyf fakulteite aan die US. Houdings oor taal en taalbeleid, wat ook gedrag rakende die taalbeleid kan beïnvloed – soos met talle geleenthede in die Suid-Afrikaanse geskiedenis gesien is – is ’n belangrike komponent van die geslaagdheid, al dan nie, van ’n taalbeleid. Indien die houdings jeens ’n spesifieke beleid of taal negatief is, beïnvloed dit uiteraard die aanvaarding van die beleid en die bereidwilligheid om die betrokke beleid toe te pas. Houdings is egter nie staties nie en daarom is dit belangrik om dit gereeld te ondersoek en te toets, aangesien dit na gelang van die konteks waarin die beleid geïmplementeer word, kan verander. Die hersiening van ’n taalbeleid behoort hierdie veranderende houdings in ag te neem. Wat onder andere blyk uit die kontekstualisering van die US Taalbeleid (beide die kontemporêre as die geskiedkundige konteks) is dat die omstandighede waarbinne die US Taalbeleid van toepassing is veral oor die afgelope dekade verander het, wat noodwendig sou lei tot veranderende houdings jeens die Taalbeleid, maar ook jeens Afrikaans as belangrike knelpunt binne die US-taaldebat. Uit die ondersoek blyk onder meer dat veral houdings jeens Afrikaans sedert die vorige houdingsondersoek verskuif het, maar ook ander belangrike houdingsveranderinge blyk uit die resultate van die empiriese ondersoek, onder meer die belang van die betrokke tale (Afrikaans, Engels en isiXhosa) en meertaligheid, houdings oor die belang van Engels, studente en dosente se taalvoorkeure, die gebruik van meer as een taal in die klaskamer én hulle houdings jeens die verskillende taalopsies en die toepassing van die Taalbeleid binne die betrokke Fakulteite.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/100260
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