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'n Toegepas-linguistiese perspektief op Afrikaanse geletterdheidsprogramme in die suider-Afrikaanse konteks

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dc.contributor.author Odendaal AI en
dc.date.accessioned 2016-09-22T09:55:50Z
dc.date.available 2016-09-22T09:55:50Z
dc.date.created 1991 en
dc.date.submitted 1992 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/66112
dc.description.abstract A selection of literacy material in Afrikaans, representative of both the mainstream "establishment" type and the more "radical" school, is discussed to arrive at a theoretical and practical rationale for the teaching of literacy to Afrikaans mother tongue speakers, stripped of political undertones which so often direct literacy programmes. The main critique on Afrikaans literacy material is that it is either too behaviouristically structed or that no planned progressive structuring has been built into the courses. Both types of material can lead to dissatisfaction amongst literacy students if the respective course does not fulfil their need for literacy. This situation is often the result of an incomplete needs analysis and the creation of literacy material without a clear image of the target group. The unstructured manner in which literacy material is created and distributed is due to the lack of a national literacy strategy, as well as the nature of adult literacy teaching where specific needs of specific groups of illiterates dictate the type of material. Recommendations were made. en
dc.language Afrikaans en
dc.subject Linguistics en
dc.subject Literacy en
dc.title 'n Toegepas-linguistiese perspektief op Afrikaanse geletterdheidsprogramme in die suider-Afrikaanse konteks en
dc.type Masters degree en
dc.description.degree MA en


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