n Literator : Journal of Literary Criticism, Comparative Linguistics and Literary Studies - Die insluiting van 'n (multi-)kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal : research article
|Article Title||Die insluiting van 'n (multi-)kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal : research article|
|Journal||Literator : Journal of Literary Criticism, Comparative Linguistics and Literary Studies|
|Publication Date||Nov 2001|
|Pages||75 - 91|
|Keyword(s)||Addisionele-taalkurrikulum, Additional-language curriculum, Cultural component in language acquisition, Folklore rol van, Folklore role of, Intercultural comprehension, Interkulturele begrip and Kulturele komponent by die aanleer van taal|
The inclusion of a (multi-)cultural component in the curriculum forAfrikaans as additional language
In this article the author pleads for a democratisation of Afrikaans as anadditional language curriculum so that the teaching and learning ofAfrikaans could contribute towards cross-cultural consciousness. Relevantdefinitions of the concept culture are discussed, as well as interculturalunderstanding, stereotyping and communication. The relationship betweenliterature, culture and cognitive development as well as culture and nonverbalcommunication is perused. Several ways are indicated by whichculture could be integrated into a communicative Afrikaans languageprogramme, such as giving attention to different sociolinguistic speechroutines, including authentic media texts, as well as the study of folkloreand stereotypes in literary texts (with examples of each of these culturalcomponents). Broadening the learning content in this way could assist inneutralising the negative effects of the political-historical past of theAfrikaans language. This aim can be reached if the non-mother tonguelearner's interests are stimulated and his/her needs are addressed. Beinginvolved in and exposed to these kinds of cultural components in Afrikaans,the learners would feel at home in the additional language classroom.Consequently they would feel free to participate actively - both emotionallyand cognitively - and would ultimately accept responsibility for their ownlearning.
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