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n Tydskrif vir Geesteswetenskappe - Die onderrig van Letterkunde in die Verdere Onderwys- en Opleidingfase binne die raamwerk van die Kurrikulum- en Assesseringsbeleidsverklaring - research

Volume 59 Number 4
  • ISSN : 0041-4751
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Abstract

The teaching of Literature in the Further Education and Training phase within the framework of the Curriculum Assessment Policy Statement. “The decline of literature indicates the decline of a nation.” These were the wise words of the well-known German writer and philosopher, Johann Wolfgang von Goethe (1749–1832). This statement is still relevant, since literature remains vital for the education of world citizens, and should therefore be properly accounted for in the curriculum. In this article we scrutinise the literature section of the Curriculum Assessment Policy Statement (CAPS) in order to determine to what extent it provides in the needs of learners in the Further Education and Training (FET) phase from all social contexts and cultures. More specifically, 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 taught 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 such learners cannot identify with the work, feel distant from the content and find it difficult to understand. In this article we focussed on the shortcomings of the CAPS in particular, in order to determine whether it is appropriate for the effective teaching of literature for all learners in the FET phase and where possible improvements can be made.

Letterkunde speel ’n noodsaaklike rol in sowel die kurrikulum as die ontwikkeling van leerders as wêreldburgers. Suid-Afrika is ’n uiters diverse land en dit is ’n moeilike taak om ’n letterkundekurrikulum te skep wat aan almal se behoeftes voldoen. ’n Probleem wat dikwels voorkom, is dat die sosiale konteks van die voorgeskrewe werke nie noodwendig in lyn is met dié van alle leerders nie en daarom word sommige leerders uitgesluit en akademies benadeel. Met hierdie ondersoek het ons probeer vasstel of daar ’n groot genoeg verskeidenheid sosiale kontekste in die voorgeskrewe werke aangespreek word om alle leerders in die Verdere Onderwys en Opleiding-fase (VOO) te akkommodeer, sowel as die moontlike verbeteringe wat aangebring kan word. Daar is van kwalitatiewe sowel as kwantitatiewe data-insamelingsmetodes in die vorm van vraelyste en onderhoudvoering gebruik gemaak. Die deelnemers het bestaan uit drie Afrikaans Huistaal VOO-fase onderwysers van verskillende sosiale kontekste asook studente in hul vierde jaar wat die Nagraadse Onderwyssertifikaat (NOS) volg. Vraelyste is aan die NOS-studente uitgedeel en onderhoude is met ʼn deursnit van hierdie studente gevoer. Die meerderheid deelnemers was tevrede met die letterkunde-kurrikulum en is van mening dat die probleem eerder by die lys voorgeskrewe werke lê. Dit wil voorkom asof die poësie-afdeling voorsiening maak vir die meerderheid leerders, maar by die prosawerke word erge probleme ervaar. Daar is bevind dat die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) te voorskriftelik is, dat daar te veel assesserings plaasvind en dat die handboeke nie versoenbaar is met die kurrikulum nie. Indien die aanbevelings in hierdie artikel geïmplementeer sou word, sou die KABV beduidend verbeter kon word.

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/content/journal/10520/EJC-19f1074d6f
2019-12-12
2020-02-21

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