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

dc.contributor.authorKruger, Estelleen_ZA
dc.date.accessioned2015-03-26T12:27:27Z
dc.date.available2015-03-26T12:27:27Z
dc.date.issued2003
dc.identifier.citationKruger, 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.v24i3.301af_ZA
dc.identifier.issn2219-8237 (online)
dc.identifier.issn0258-2279 (print)
dc.identifier.otherdoi: 10.4102/lit.v24i3.301
dc.identifier.urihttp://hdl.handle.net/10019.1/96423
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available at http://literator.org.zaen_ZA
dc.description.abstractThe 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.en_ZA
dc.description.urihttp://www.literator.org.za/index.php/literator/article/view/301
dc.format.extent28 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishingen_ZA
dc.subjectSecond language acquisitionen_ZA
dc.subjectVenter, F. A. -- (François Alwyn), -- 1916-1997en_ZA
dc.subjectImagery (Psychology) in literatureen_ZA
dc.subjectAfrikaans language -- Study and teaching -- South Africaen_ZA
dc.titleDie gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taalaf_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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