Curriculum 2005 and (post)modernising African languages : the quantum leap

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dc.contributor.advisorEsterhuyse, Janen_ZA
dc.contributor.authorMahlalela-Thusi, Babazileen_ZA
dc.date.accessioned2016-01-02T04:51:10Z
dc.date.available2016-01-02T04:51:10Z
dc.date.issued1999en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis study examines the status of ALs in the school context. In this thesis I argue that AL syllabi and textbooks are not at the same cognitive, affective and psycho-social level as their English counterparts. The important role of the mother tongue as a powerful platform for cognitive and psycho-social development of the African child is also discussed. My argument is that the low status of the ALs is visible in the textbooks that are in schools. With the introduction of the new Curriculum, there arises a need to write new AL textbooks. As the expertise is lacking among AL speakers to write postmodern textbooks as envisaged by Curriculum 2005, I propose a collaboration between AL and English practitioners as a necessary and feasible transitory step in the development of new AL textbooks.en_ZA
dc.identifier.apacitationMahlalela-Thusi, B. (1999). <i>Curriculum 2005 and (post)modernising African languages : the quantum leap</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/16134en_ZA
dc.identifier.chicagocitationMahlalela-Thusi, Babazile. <i>"Curriculum 2005 and (post)modernising African languages : the quantum leap."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/16134en_ZA
dc.identifier.citationMahlalela-Thusi, B. 1999. Curriculum 2005 and (post)modernising African languages : the quantum leap. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mahlalela-Thusi, Babazile AB - This study examines the status of ALs in the school context. In this thesis I argue that AL syllabi and textbooks are not at the same cognitive, affective and psycho-social level as their English counterparts. The important role of the mother tongue as a powerful platform for cognitive and psycho-social development of the African child is also discussed. My argument is that the low status of the ALs is visible in the textbooks that are in schools. With the introduction of the new Curriculum, there arises a need to write new AL textbooks. As the expertise is lacking among AL speakers to write postmodern textbooks as envisaged by Curriculum 2005, I propose a collaboration between AL and English practitioners as a necessary and feasible transitory step in the development of new AL textbooks. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - Curriculum 2005 and (post)modernising African languages : the quantum leap TI - Curriculum 2005 and (post)modernising African languages : the quantum leap UR - http://hdl.handle.net/11427/16134 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/16134
dc.identifier.vancouvercitationMahlalela-Thusi B. Curriculum 2005 and (post)modernising African languages : the quantum leap. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/16134en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherApplied Language Studiesen_ZA
dc.titleCurriculum 2005 and (post)modernising African languages : the quantum leapen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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