Relevant bibliographies by topics / Textbooks Afrikaans language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Textbooks Afrikaans language'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Textbooks Afrikaans language"

1

Dangor, Suleman Essop. "Arabic-Afrikaans Literature at the Cape." Tydskrif vir Letterkunde 45, no. 1 (February 19, 2018): 123–32. http://dx.doi.org/10.17159/2309-9070/tvl.v.45i1.4483.

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Tuan Guru – the first official imam at the Cape – used Malayu as the medium of instruction in the Dorp Street madrasah (Muslim religious school) which he established at the end of the 18th century. This changed in the middle of the 19th century when Cape Dutch was adopted as the language of instruction. While the children were familiar with this language they could not read the Latin script since they were barred from attending the public schools. Cape Muslims could, however, read the Arabic script which they had to learn for liturgical purposes - though they could not speak Arabic. To overcome this conundrum, numerous scholars and teachers began to translate Arabic texts into Cape Dutch and then transcribing these in the Latin script. These “readers” came to serve as official textbooks in the madrasahs at the Cape. This article traces the development of this genre of literature which came to be known as Arabic-Afrikaans, comments on manuscripts that were identified by Adrianus van Selms, Achmat Davids and Hans Kähler and highlights the daunting challenge of transcribing Afrikaans phonetically in the Arabic script.
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Khuboni, Fikile, Malinda Lawrence, Sibongile Magwaza, Sebolai Mohope, Yvonne Reed, and Thelma Tshesane. "Textbooks as crafted representational objects: A comparative analysis of Grade 7 home language textbooks for isiZulu, Sepedi, Sesotho, Afrikaans and English." Southern African Linguistics and Applied Language Studies 31, no. 2 (June 2013): 235–49. http://dx.doi.org/10.2989/16073614.2013.815983.

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Kloots, Hanne, and Steven Gillis. "Waarom dromedarissen maar één 〈m〉 hebben." Dutch Journal of Applied Linguistics 4, no. 2 (December 31, 2015): 265–71. http://dx.doi.org/10.1075/dujal.4.2.09klo.

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This contribution focuses on the spelling of single consonants after a vowel without primary stress — and therefore a short duration — in polysyllabic Dutch words, e.g. kanaal (‘canal’) and dromedaris (‘dromedary’). The single consonant can be explained on the basis of the (Dutch-oriented) standard pronunciation with tense vowels like [a] or [o], but it can also be related to the (mostly Romance) etymology of the words. Only a few textbooks on Dutch spelling go into this matter. All of them are Flemish, possibly because Flemings pronounce and perceive vowels in open syllables without primary stress more frequently as lax (e.g., [ɑ], [ɔ]). For some words, however, the etymology is ignored and the spelling may have been adapted to the pronunciation, e.g. double 〈f〉 after the first vowel of saffraan (< Fr. safran – ‘saffron’) and single 〈n〉 after 〈o〉 in stationeren (< Fr. stationner – ‘to park’). Although this explanation seems plausible, it raises new questions as well. For example, words like kaproen (= type of headwear), patroon (‘pattern’) and Afrikaan (‘African’) also have an [ɑ]-like pronunciation (similar to saffraan), but unlike saffraan these words do not have a double consonant. Interestingly, for words like stationeren — that contain 〈io〉 + [n] + full vowel — the spelling appears to have changed since the end of the 19th century. De Vries and Te Winkel (1898) still wrote stationneeren (with 〈nn〉). To get more grip on our topic, a thorough study of the Dutch vocabulary is needed, since at the moment, it is unknown for which Dutch words the etymologically motivated spelling is replaced by a more phonetic one. This additional study will, for example, show which category is the most frequent one: the saffraan-type (where the consonant has been doubled) or the stationeren-type (where a double consonant has been replaced by a single one).
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Dissertations / Theses on the topic "Textbooks Afrikaans language"

1

Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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2

Engelbrecht, Alta. "Kultuurstereotipering in moedertaal-taalhandboeke in Afrikaanse, Nederlandse en Vlaamse gemeenskappe." Thesis, Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10052009-180721.

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3

Engelbrecht, Alta. "Who moved the textbook ...? A case study describing how ideological change in South Africa manifested itself in terms of racial representation in a transitional Afrikaans language textbook series." Diss., 2003. http://hdl.handle.net/2263/24791.

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The purpose of this qualitative case study is to determine the extent to which an Afrikaans language textbook series acted as a change agent in terms of racial representation on the eve of democracy in South Africa. Data sources for the content analysis are press reports, parliamentary records and interviews with the publisher, the authors and leading academics. The contextualisation includes an explanation of how the authors of the Ruimland series were the first to intentionally break away from the apartheid perspective. The literature study comprises an explication of the master symbol model which serves as theoretical framework for this study. Influential issues in the literature on textbooks, representation, language and identity are also described. The main focus is on the three master symbols relevant to the study, which are presented as indicators of racial stereotyping, viz. the exclusivity and isolation of the in-group, appropriation and generalising and simplifying. These indicators are utilised as measurable norms in the analysis of racial representation. Counter-indicators obtained from the data are used to increase the reliability of the analysis. Traces of stereotyping regarding all the indicators and counter-indicators were found in the data. The findings show that master symbols are evident in the data, but that the series also incorporates counter-symbols directed toward a post-apartheid society. The concluding chapters suggests that the series could have been an early signal of a paradigm shift in Afrikaner ranks toward democracy in South Africa.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006.
Educational Psychology
unrestricted
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4

van, den Berg Geesje. "Geleenthede wat uitkomsgebaseerde taalhandboeke bied vir die ontwikkeling van leerders se meervoudige intelligensies." Thesis, 2004. http://hdl.handle.net/10500/1158.

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Text in Afrikaans
This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults. By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences. The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered. Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general.
Educational Studies
D. Ed. (Didactics)
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5

Van, den Berg Geesje. "Geleenthede wat uitkomsgebaseerde taalhandboeke bied vir die ontwikkeling van leerders se meervoudige intelligensies." Thesis, 2004. http://hdl.handle.net/10500/1158.

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Abstract:
Text in Afrikaans
This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults. By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences. The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered. Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general.
Educational Studies
D. Ed. (Didactics)
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Books on the topic "Textbooks Afrikaans language"

1

Schalkwyk, Helena Van. Afrikaans. Chicago, Illinois: NTC Pub. Group, 1992.

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Schalkwyk, Helena Van. Afrikaans. Johannesburg: Southern Book Publishers, 1988.

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Schalkwyk, Helena Van. Afrikaans. 2nd ed. Halfway House: Southern Book Publishers, 1994.

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Louw, Salomi. Afrikaans vir studente in die regte. Pretoria: Academica, 1992.

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Kilian, I. H. R. Zoeloe vir elke dag. Pretoria: J.L. van Schaik, 1998.

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Adedokun, A. O. A comprehensive English grammar for schools and colleges. Odo-Ona, Ibadan, Oyo State, Nigeria: Dayspring Publications, 2006.

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Adedokun, A. O. A comprehensive English grammar for schools and colleges. Odo-Ona, Ibadan: Dayspring Publications, 2002.

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8

Munnik, Anne. Leer Xhosa saam met Anne Munnik. Kaapstad: Nasou, 1997.

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9

1958-, Beek Pieta van, ed. Oranje boven: Nederlands voor Zuid-Afrika. Pretoria: Protea Boekhuis, 2004.

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10

Die Darstellung Afrikas in europäischen Schulbüchern für Französisch am Beispiel Englands, Frankreichs und Deutschlands. Frankfurt am Main: P. Lang, 1995.

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