Moedertaalonderrig in 'n demokratiese Suid-Afrika

Anne-Marie Beukes

Abstract


Die vraag of moedertaalonderrig in 'n demokratiese, veeltalige Suid-Afrika wenslik en
haalbaar is, gaan een van die belangrikste taalondernysbeplanningskwessies van die toekoms
wees. In hierdie artikel word aangevoer dat 'n indringende histories-strukturele analise van
die taalonderwysbeleid van die Apartheid Suid-Afrika 'n voorvereiste vir 'n sinvolle gesprek
oor hierdie kwessie is.
Die vooroordeel teen moedertaalonderrig in ons konteks moet gesien word as 'n erflating van
ons linguisistiese taalbeleid van die verlede. 'n Nuutgedefinieerde moedertaalonderrigbeleid
waardeur taalongelykheid uitgeskakel kan word, is noodsaaklik. 'n Sentrale argument van
die artikel is dat 'n verbintenis tot moedertaalonderrig 'n verbintenis tot basiese menslike
taalregte en daarom tot ware demokrasie is.
The question whether mother tongue education is desirable and feasible in a democratic,
multi-lingual South Africa is one of the most important educational planning issues of the
future. This article avers that an in-depth historical-structural analysis of the language
teaching policy of Apartheid South Africa is a pre-requisite for a meaningful discussion on
this issue.
The prejudice against mother tongue education in our context should be seen as a legacy of
the language policy of the past. A newly defined mother tongue education policy which
eliminates language inequality is needed. A central argument of the article is that a
commitment to mother tongue education is a commitment to basic human language rights
and thus to true democracy.

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DOI: http://dx.doi.org/10.5785/8-1-333

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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