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n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Taalonderwysers as lesers van kinderliteratuur en hoe dit leerders se ingesteldheid teenoor lees kan beïnvloed

Volume 46, Issue 1
  • ISSN : 0259-9570
USD

 

Abstract

Sedert die instelling van 'n Nasionale Leesstrategie vir Suid-Afrika (DvBO 2008b) is kommer uitgespreek oor die manier waarop kinderliteratuur in die skool gebruik word. Die gevoel bestaan dat assessering van leesbegrip domineer oor lees vir plesier en dat dit kan lei tot 'n afname daarin om boeke vir plesier te lees. Op dié manier kry onafhanklike lees, wat krities belangrik is vir die kognitiewe ontwikkeling van elke kind, nie die gewenste aandag in die moderne klaskamer nie. Maar onderwysers is eenparig in hul kommentaar dat huidige ontwikkelingsbeleide vir onderwysers te generies is en nie die nodige ondersteuning aan onderwysers bied nie. Dit is veral kommerwekkend dat sommige skole nie onafhanklike lees by leerders aanmoedig nie weens die oormatige klem op prestasietoetse. Verder, onderwysers se kennis en gebruik van kinderliteratuur is beperk vanweë 'n gebrek aan tyd om self vir plesier te lees. Hierdie studie is onderneem teen die agtergrond dat verskeie studies oor leerders se houding teenoor lees en hul kennis van literatuur onderneem is, maar weinig navorsing gedoen is oor taalonderwysers se kennis en gebruik van literatuur en hoe dit tot die kweek van 'n leeskultuur kan bydra.


Since the inception of a National Reading Strategy for South Africa (DvBO 2008b) concerns were raised about how children's literature is being used in the classroom. There is a sense that assessment and comprehension dominate over reading for pleasure and that children's literature is being subjected to assessment only. This may lead to reduced pleasure in the text. In this way independent reading, which is of critical importance to the cognitive development of every child, does not receive the desired attention in the modern classroom. However, teachers are unanimous in suggesting that current teacher development policies are too generic and do not provide the needed support to teachers. Of particular concern is the fact that some schools are not promoting children's independent reading as too much emphasis is placed on tests. Teachers' confidence in knowing and using children's literature is limited by their lack of time to read for pleasure. While studies of children's attitudes to reading and knowledge of literature have been undertaken widely, few studies have documented teachers' knowledge and use of literature and how this can contribute to a culture of reading.

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/content/langt/46/1/EJC121353
2012-06-01
2016-12-10

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