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Moedertaal en onderrigmedium in konflik:Die real story. 'n Gevallestudie
Author(s) -
Barbara Bosch,
Vivian de Klerk
Publication year - 2013
Publication title -
per linguam
Language(s) - English
Resource type - Journals
eISSN - 2224-0012
pISSN - 0259-2312
DOI - 10.5785/13-1-196
Subject(s) - theology , sociology , context (archaeology) , psychology , art , philosophy , history , archaeology

Within the African context bi- and multilingualism is a characteristic of communities. This inevitably leads to languages occupying unequal positions resulting in certain language choices having to be made. One of the choices which non-English speakers are considering, is sending their children to schools where English is the medium of instruction and of social interaction. This article reports on the language use and language acquisition of a ten year old Afrikaans speaking boy (M) who, at the beginning of his fourth year at school (std 2) was moved from an Afrikaans medium school to an English medium school. The influence of the languages in contact (Afrikaans and English) and the influence of M's attitudes on language learning was monitored over twelve months and is discussed from a sociolinguistic perspective.

Binne die Afrika-konteks is twee- en veeltaligheid 'n kenmerk van gemeenskappe; 'n noodwendige gevolg hiervan is dat tale ongelyke posisies beklee en dat daar noodwendig sekere taalkeuses gemaak moet word Een van die moontlikhede is dat nie-Engelssprekendes Ides om hul kinders na skole te stuur waar Engels die onderrigmedium en medium van sosiale interaksie is. In hierdie artikel word verslag gedoen oor die taalgebruik en taalaanleer van 'n tienjarige Afrikaanssprekende seun (M) wat aan die begin van sy vierde skooljaar (st. 2) van 'n Afrikaansmedium-skool na 'n Engelsmedium-skool geskuif is. Die invloed van die tale-in-kontak en die invloed van M se houding op die taalaanleerproses wat oor 'n periode van twaalf maande gemonitor is, word vanuit 'n sosiolinguistiese perspektief bespreek

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