Die rol van linguistiese kapitaal in plattelandse hoerskoolleerders se opvoedkundige prosesse
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
Hierdie artikel fokus op die wyse waarop leerders hul linguistiese kapitaal in opvoedkundige
prosesse by ’n plattelandse hoërskool benut. Leerders betree die Afrikaansmediumskool met
verskillende vaardigheidsvlakke. Die gepaste taalvaardigheidsvlak vir ’n betrokke graad is
egter belangrik. Aangesien die medium van onderrig by hierdie skool nie met die gemeenskapstaal
ooreenstem nie, maak leerders aanpassings ten opsigte van taal om hul skoling te bevorder.
Hierdie studie oorweeg die navorsingsvraag: Hoe benut leerders linguistiese kapitaal in
die navigering van hul opvoedkundige prosesse by hul skool in die Noord-Kaap? Semigestruktureerde
onderhoude is gebruik om die data van twee Namibiese leerders, naamlik ’n
Ovamboseun en ’n Damara-Namadogter, te versamel. Bourdieu (1977) se Teorie van praktyk
en Yosso (2005) se Model van kulturele rykdom van gemeenskappe is gebruik as lense om die
data te interpreteer. ’n Narratiewe metodologie is as data-insamelings- en ontledingstegniek
gevolg. Die narratiewe van die deelnemers word aangebied met verwysing na: (1) die
leerders se vroeë biografieë; (2) hul ervaring en vergestalting van opvoedkundige weë; en (3)
hul navigering van hul skoling deur linguistiese kapitaal aan te wend tot voordeel van hul
opvoedkundige prosesse.
Die artikel fokus nie as sodanig op die verband tussen veeltaligheid en opvoedkundige
sukses nie. Die fokus is op hoe die leerders hul veeltaligheidsvermoë uitbou as deel van hul
opvoedkundige pad by die skool. Die ontleding van die data het getoon dat die linguistiese
kapitaal van minderheidsgroepe by ’n skool positief kan inwerk op hul opvoedkundige prosesse.
This article discusses how learners negotiate their linguistic identities in a rural Afrikaansmedium high school in the Northern Cape. These learners obtained access to this school with different degrees of language competency. The dominant language usage in the learners’ home communities differs from the medium of language instruction at the school. In cases where the medium of instruction in a school does not correspond with the language used in the community, learners are forced to make language adjustments to engage in their education. In this case, the successful navigation of non-corresponding linguistic spaces, which are the school and home environments, can be ensured by developing and deploying linguistic capital. With linguistic capital, we refer to the language adaptation resources that the learners utilise to survive and adapt to their school's language expectations. This article focuses on learners’ ability to use their linguistic capital to aid their language adaptation practices in an Afrikaansmedium high school.
This article discusses how learners negotiate their linguistic identities in a rural Afrikaansmedium high school in the Northern Cape. These learners obtained access to this school with different degrees of language competency. The dominant language usage in the learners’ home communities differs from the medium of language instruction at the school. In cases where the medium of instruction in a school does not correspond with the language used in the community, learners are forced to make language adjustments to engage in their education. In this case, the successful navigation of non-corresponding linguistic spaces, which are the school and home environments, can be ensured by developing and deploying linguistic capital. With linguistic capital, we refer to the language adaptation resources that the learners utilise to survive and adapt to their school's language expectations. This article focuses on learners’ ability to use their linguistic capital to aid their language adaptation practices in an Afrikaansmedium high school.
Description
CITATION: Groenewald, E. & Fataar, A. 2021. Die rol van linguistiese kapitaal in plattelandse hoerskoolleerders se opvoedkundige prosesse. LitNet Akademies, 18(1):339-362.
The original publication is available at https://www.litnet.co.za
The original publication is available at https://www.litnet.co.za
Keywords
Language and languages -- Study and teaching -- South Africa -- Northern Cape, Sociolinguistics, Multilingualism, Education -- Methodology, Discourse analysis, Language policy -- South Africa -- Northern Cape, Rural schools -- South Africa -- Northern Cape
Citation
Groenewald, E. & Fataar, A. 2021. Die rol van linguistiese kapitaal in plattelandse hoerskoolleerders se opvoedkundige prosesse. LitNet Akademies, 18(1):339-362.