Moedertaalonderrig : moedersmelk vir rekeningkundestudente?
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
In Suid-Afrika ontketen moedertaalonderrig gereeld ’n emosionele debat rondom die behoud
van Afrikaans. Gegewe die huidige vaardigheidstekort, veral in rekeningkunde, en die feit dat
Afrikaans en Engels nie die enigste amptelike tale is nie, word die verskil tussen moedertaalen
niemoedertaalstudente se prestasie op tersiêre vlak ondersoek. In hierdie studie word
moedertaalonderrig gedefinieer as tersiêre onderrig wat ontvang word in dieselfde taal as
die student se huistaal (hetsy dit ’n Engelse student is wat in Engels studeer, of ’n Afrikaanse
student wat in Afrikaans studeer). Niemoedertaalonderrig word gevolglik gedefinieer as
tersiêre onderrig waar ’n student nie in dieselfde taal as sy of haar huistaal studeer nie.
’n Gebalanseerde benadering word in hierdie studie gevolg deur nie te fokus op net Afrikaanse
studente wat in Engels studeer nie. Vorige navorsing het getoon dit blyk dat daar ’n minimale
verskil is tussen die prestasie van universiteitstudente wat moedertaalonderrig ontvang, en dié
van studente wat nie in hul moedertaal studeer nie. Die primêre navorsingsdoelwit was dus om
te bepaal of daar ’n beduidende verskil in prestasie is van studente wat in hul moedertaal
studeer teenoor studente wat in hul niemoedertaal onderrig ontvang. Hierdie studie brei uit op
vorige navorsing deur drie opeenvolgende jare van rekeningkundestudie – wat as drie vlakke
van moeilikheidsgraad beskou word – in ag te neem. Die sekondêre navorsingsdoelwit was om
te bepaal of die moeilikheidsgraad ’n rol kan speel in die belangrikheid van moedertaalonderrig. ’n Totaal van 9 323 prestasiepunte oor ’n tydperk van vyf jaar (2014 tot 2018) vir drie
opeenvolgende jaar van tersiêre onderrig in finansiële rekeningkunde is ontleed. Die studente
is verdeel tussen diegene met hul huistaal dieselfde as die onderrigtaal (genoem die moedertaalstudente),
terwyl die res as niemoedertaalstudente geklassifiseer is. ’n Ontleding van verskille
(analysis of variance of ANOVA) en Fisher se toets vir minste beduidende verskille (least
significant difference of LSD) is op die gemiddelde prestasiepunte van die studente uitgevoer –
per jaar, en vir die module as geheel. In die eerste- en tweedejaarsmodules blyk dit dat daar geen statisties beduidende verskil was tussen die prestasie van moedertaal- en niemoedertaalstudente
nie. Hierdie bevinding strook met vorige navorsing. Op derdejaarsvlak blyk dit dat
daar wel ’n beduidende verskil is tussen moedertaal- en niemoedertaalstudente. Hierdie verskil
is net beduidend op die algehele vlak (as al vyf jaar in ag geneem is), en nie op ’n jaar-tot-jaar
grondslag nie. ’n Groter daling in die prestasie van niemoedertaalstudente (in vergelyking
met moedertaalstudente) word waargeneem namate die moeilikheidsgraad toeneem. Die studie
dui daarop dat moedertaalonderrig ’n groter rol speel in moeiliker modules as wat noodwendig
die geval by inleidende modules is. Gegrond op hierdie bevindinge word aanbevelings aan
universiteite en die Departement van Hoër Onderwys gemaak.
Mother-tongue education is a hotly debated and somewhat emotional topic for many South Africans. The debate is normally centred around the preservation of Afrikaans, whilst the other parties argue that education in only English is the way forward. Those favouring English-only education base their arguments on the fact that the lingua franca of South Africa is English. Those in favour of duolinguistic education (Afrikaans and English), however, argue that since Afrikaans has been developed as an academic language, it should be preserved. In recent years it was seen that Afrikaans students prefer education in English, which led to the abolishment of Afrikaans at the University of Pretoria. Very few universities currently offer education in Afrikaans and English (only Stellenbosch University and North-West University offer duolinguistic education). Government-funded universities that were opened in recent years offer education in English only, even if they are located in a predominantly Afrikaans-speaking area. From an international point of view universities are moving towards English-only education as well, especially to be more competitive for international students. Accounting educators have the further challenge of the reporting standards being available only in English, making it more difficult to teach accounting in a language other than English. Furthermore, students seem to prefer English education, as they believe it will give them a distinct advantage in the workplace.
Mother-tongue education is a hotly debated and somewhat emotional topic for many South Africans. The debate is normally centred around the preservation of Afrikaans, whilst the other parties argue that education in only English is the way forward. Those favouring English-only education base their arguments on the fact that the lingua franca of South Africa is English. Those in favour of duolinguistic education (Afrikaans and English), however, argue that since Afrikaans has been developed as an academic language, it should be preserved. In recent years it was seen that Afrikaans students prefer education in English, which led to the abolishment of Afrikaans at the University of Pretoria. Very few universities currently offer education in Afrikaans and English (only Stellenbosch University and North-West University offer duolinguistic education). Government-funded universities that were opened in recent years offer education in English only, even if they are located in a predominantly Afrikaans-speaking area. From an international point of view universities are moving towards English-only education as well, especially to be more competitive for international students. Accounting educators have the further challenge of the reporting standards being available only in English, making it more difficult to teach accounting in a language other than English. Furthermore, students seem to prefer English education, as they believe it will give them a distinct advantage in the workplace.
Description
CITATION: Dreyer, J., Ontong, J. & Bruwer, A. 2021. Moedertaalonderrig : moedersmelk vir rekeningkundestudente? LitNet Akademies, 18(1):319-338.
The original publication is available at https://www.litnet.co.za
The original publication is available at https://www.litnet.co.za
Keywords
Native language and education, Mother tongue education, Accounting -- Study and teaching (Higher), Academic achievement
Citation
Dreyer, J., Ontong, J. & Bruwer, A. 2021. Moedertaalonderrig : moedersmelk vir rekeningkundestudente? LitNet Akademies, 18(1):319-338.