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Curriculum 2005 and (post)modernising African languages : the quantum leap
Includes bibliographical references.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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School of Education
2016
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| _version_ | 1867613182756913152 |
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| access_status_str | Open Access |
| author | Mahlalela-Thusi, Babazile |
| author2 | Esterhuyse, Jan |
| author_browse | Esterhuyse, Jan Mahlalela-Thusi, Babazile |
| author_facet | Esterhuyse, Jan Mahlalela-Thusi, Babazile |
| author_sort | Mahlalela-Thusi, Babazile |
| collection | Thesis |
| description | Includes bibliographical references. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/16134 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:05.102Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/16134 Curriculum 2005 and (post)modernising African languages : the quantum leap Mahlalela-Thusi, Babazile Esterhuyse, Jan Applied Language Studies Includes bibliographical references. 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. 2016-01-02T04:51:10Z 2016-01-02T04:51:10Z 1999 Master Thesis Masters MPhil http://hdl.handle.net/11427/16134 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Applied Language Studies Mahlalela-Thusi, Babazile Curriculum 2005 and (post)modernising African languages : the quantum leap |
| thesis_degree_str | Master's |
| title | Curriculum 2005 and (post)modernising African languages : the quantum leap |
| title_full | Curriculum 2005 and (post)modernising African languages : the quantum leap |
| title_fullStr | Curriculum 2005 and (post)modernising African languages : the quantum leap |
| title_full_unstemmed | Curriculum 2005 and (post)modernising African languages : the quantum leap |
| title_short | Curriculum 2005 and (post)modernising African languages : the quantum leap |
| title_sort | curriculum 2005 and post modernising african languages the quantum leap |
| topic | Applied Language Studies |
| url | http://hdl.handle.net/11427/16134 |
| work_keys_str_mv | AT mahlalelathusibabazile curriculum2005andpostmodernisingafricanlanguagesthequantumleap |