Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum

Schultz, Annine (2018-12)

Thesis (MEd)--Stellenbosch University, 2018.

Thesis

ENGLISH ABSTRACT : “The decline of literature indicates the decline of a nation." These were the wise words of the wellknown German writer and philosopher, Johann Wolfgang von Goethe (1749-1832). This statement is still relevant, since literature plays such a vital role in the curriculum as well as in creating world citizens. The purpose of this study is to determine whether the literature section of the CAPS provides in the needs of learners from all social contexts and cultures. During the course of the study, the various sections of literature, poetry, prose and drama, were examined to determine whether a large enough variety of social contexts were addressed to accommodate all learners and to ensure the effective teaching of literature. South Africa is a very diverse country, with a variety of languages and cultures, and it is a difficult task to create a literature curriculum that meets everyone's needs. A problem that often occurs, is that the social context of the prescribed work does not match that of the learner. The texts done in classrooms are not necessarily suitable for learners of all social contexts, and as a result some learners are excluded. The consequences may be that the learner cannot identify with the work, feels distracted from the content and finds it difficult to understand. This research study investigated the strengths and shortcomings of the CAPS to determine whether it is appropriate for the effective teaching of literature for all learners and where possible improvements can be made. In this study, qualitative as well as quantitative data collection methods were used in the form of questionnaires as well as interviews. The participants who formed part of this study consisted of three Afrikaans Home Language FET phase educators from different social contexts. Questionnaires were distributed to an educator of a private school, a model C school and also an ex-FHR school (Former House of Representatives) and it was followed up with interviews. There were also questionnaires distributed to the PGCE students and interviews were done with a cross section of 10% of these students. Although many criticisms were made regarding CAPS, the majority of the participants were satisfied with the curriculum. Educators who participated in this study were all of the opinion that the CAPS is a clear improvement on the curricula that preceded it. Many participants believed that the problem regarding literature was not part of the curriculum itself, but could rather be found in the list of prescribed works. It seems that the poetry section makes provision for the majority of learners as there are so many poems being discussed. However, the problem lies with the prescribed prose work, as only one novel is treated annually. The conclusion can be drawn that the CAPS can be regarded as a successful curriculum, although there is still room for improvement. Provision is made for the majority of learners, but the review of the prescribed list, especially in connection with prose, is a recommendation that must be considered strongly. The following recommendations are made in the study: • The CAPS curriculum is too prescriptive. Greater freedom and autonomy should be given to educators. Educators work with their learners on a daily basis and are aware of their needs and limitations. Educators must be given the freedom and space to make decisions that will benefit their learners. • Too many assessments: The number of assessment tasks prescribed by the CAPS is too many for the time allocated for them. Less assessment will provide more time for learners to master knowledge. The number of assessments currently prescribed must be revised. • The textbooks are not fully compatible with the curriculum. Educators have also mentioned the themes provided by the curriculum. Several educators believe that the themes are not topical and that their learners struggle to identify with the themes provided in the textbooks. A revision of the themes can also be a possible way of improvement regarding the CAPS curriculum. This research study has the potential to make a valuable contribution to improving the CAPS as a curriculum if the recommendations made here are implemented. The education department can take note of the shortcomings and recommendations as it will further strengthen the CAPS and improve the teaching of Afrikaans in schools. If more prescribed works are offered that relate to the youth's environment, it will help to strengthen a love for Afrikaans literature.

AFRIKAANSE OPSOMMING : “The decline of literature indicates the decline of a nation." Hierdie was die wyse woorde van die bekende Duitse skrywer en filosoof, Johann Wolfgang von Goethe (1749-1832). Hierdie stelling is steeds uiters relevant aangesien letterkunde so ʼn noodsaaklike rol in sowel die kurrikulum as die ontwikkeling van leerders as wêreldburgers speel. Die doel van hierdie studie is om te bepaal of die letterkunde-afdeling van die KABV voorsien in die behoeftes van leerders van alle sosiale kontekste en kulture. Met verloop van die studie is daar ondersoek ingestel rakende die verskillende afdelings binne letterkunde, naamlik poësie, prosa en drama, om te bepaal of daar ’n groot genoeg verskeidenheid sosiale kontekste aangespreek word om alle leerders te akkommodeer en die effektiewe onderrig van letterkunde te verseker. Suid- Afrika is ʼn uiters diverse land, met ’n verskeidenheid tale en kulture en dit is ’n moeilike taak om ’n letterkunde-kurrikulum te skep wat aan almal se behoeftes voldoen. ’n Probleem wat dikwels voorkom, is dat die sosiale konteks van die voorgeskrewe werke nie ooreenstem met dié van die leerder nie. Die tekste wat in klaskamers behandel word, is nie noodwendig geskik vir leerders van alle sosiale kontekste nie en as gevolg hiervan word sommige leerders uitgesluit. Die gevolge kan wees dat die leerder hulle nie kan vereenselwig met die werk nie, verwyderd voel van die inhoud en dit moeilik vind om te begryp en verstaan. Hierdie navorsingstudie het op die sterkpunte en tekortkominge van die KABV gefokus om te bepaal of dit gepas is vir die effektiewe onderrig van letterkunde vir alle leerders en waar daar moontlike verbeteringe aangebring kan word. In hierdie studie is daar van kwalitatiewe sowel as kwantitatiewe data-insamelingsmetodes in die vorm van vraelyste, sowel as onderhoudsvoering gebruik gemaak. Die deelnemers wat deel van hierdie studie gevorm het, het bestaan uit drie Afrikaans Huistaal VOO-fase onderwysers van verskillende sosiale kontekste. Vraelyste is aan ʼn onderwyser van ʼn privaatskool, ʼn model C-skool en ook ʼn eks-HvV skool (voormalige Huis van Verteenwoordigers) versprei en dit is met onderhoude opgevolg. Daar is ook vraelyste aan die NOS-studente uitgedeel en onderhoude is met ʼn deursnit van 10% van hierdie studente gevoer. Alhoewel daar baie kritiek teenoor die KABV gelewer is, was die meerderheid deelnemers tevrede met die kurrikulum. Onderwysers wat aan hierdie studie deelgeneem het, was almal van mening dat die KABV ’n duidelike verbetering is op die kurrikulums wat dit voorafgegaan het. Heelwat deelnemers het geglo dat die probleem rakende letterkunde nie by die kurrikulum self lê nie, maar eerder by die lys van voorgeskrewe werke. Dit wil voorkom asof die poësieafdeling voorsiening maak vir die meerderheid leerders aangesien daar so ’n verskeidenheid gedigte behandel word. Die probleem lê egter by die voorgeskrewe prosawerke aangesien slegs een roman per jaar behandel word. Die gevolgtrekking kan gemaak word dat die KABV as ’n suksesvolle kurrikulum beskou kan word, alhoewel daar nog ruimte vir verbetering is. Daar word voorsiening gemaak vir die meerderheid leerders, maar die hersiening van die voorgeskrewe lys, veral in verband met prosa, is ’n aanbeveling wat sterk oorweeg moet word. Die volgende aanbevelings word in die studie gemaak: • Die KABV is te voorskriftelik. Daar moet meer vryheid en outonomiteit aan onderwysers gegee word. Onderwysers werk elke dag met hulle leerders en is bewus van hulle behoeftes en beperkings. Onderwysers moet die vryheid en ruimte gebied word om besluite te neem wat hulle leerders sal bevoordeel. • Te veel assesserings. Die hoeveelheid assesseringstake wat deur die KABV voorgeskryf word is te veel vir die tyd wat daarvoor toegeken word. Minder assesserings sal meer tyd vir vaslegging bied. Die assesserings wat tans voorgeskryf word, moet moontlik hersien word. • Die handboeke is nie ten volle versoenbaar met die kurrikulum nie. Onderwysers het ook melding gemaak van die temas wat deur die kurrikulum voorsien word. Verskeie onderwysers is van mening dat die temas nie aktueel is nie en dat hul leerders sukkel om hulle te vereenselwig met die temas wat in die handboeke voorsien word. ’n Hersiening van die temas kan ook ’n moontlike wyse vir verbetering wees rakende die KABV. Hierdie navorsingstudie het die potensiaal om ’n waardevolle bydrae te lewer om die KABV as ’n kurrikulum te verbeter indien die aanbevelings wat hier gemaak word, geïmplementeer word. Die onderwysdepartement kan van die tekortkominge en aanbevelings kennis neem omdat dit die KABV verder sal versterk en die onderrig van Afrikaans in skole nog verder sal verbeter. As meer voorgeskrewe werke aangebied word wat verband hou met die jeug se omgewings- en leefwêreld sal dit help om ’n liefde vir Afrikaanse letterkunde te kweek.

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