'It’s just the language'

Abstract

Inadequacies in performance at school level are often explained away with the phrase 'it's just the language'. This article argues, however, that the level at which learners are able to use language appropriately and effectively will play a key role in determining whether the promises of Curriculum 2005 remain at the level of rhetoric or are indeed realised. The low success rate of black learners, in particular, is dramatically highlighted each year when the matriculation results are published. In the main part of this article, the term literacy is explored to highlight some of the complexities and challenges of literacy development within an aBE context: languages must become rich resources. Next a critical view is taken of the argument that aBE means 'business as usual' for teachers using a communicative language teaching approach. Some of the dangers inherent in the rhetoric used to describe aBE are explored. In addition, constraints on the development of literacy, such as large classes, poor resources, conservative attitudes and the lack of parent support, are presented; Supporting data is drawn from a project in four primary schools, as well as from insights gained from teachers doing a distance-education course. In conclusion, the article argues for inclusive education that will explore ways to affirm diversity in meeting the challenge to enable learners to develop. Ontoereikende prestasie op skoolvlak word dikwels afgemaak met die woorde 'dis net die taaI'. Hierdie artikel is egter van mening dat die vlak waarop leerders in staat is om taal effektief en toepaslik te gebruik, 'n sleutelrol sal speel wanneer vasgestel moet word oldie beloftes van Kurrikulum 2005 blote retoriek sal bly of inderdaad gerealiseer kan word. Die swak suksessyfers van vera I swart leerders word jaarliks dramaties beklemtoon wanneer die matrikulasie-uitslae gepubliseer word. In die hoofdeel van hierdie artikel word die term geletterdheid onder die vergrootglas geplaas om party van die kompleksiteite en uitdagings rondom geletterdheidsontwikkeling binne 'n UGO-konteks sterker na vore te bring: tale moet ryk hulpbronne word. Vervolgens word daar krities gekyk na die argument dat UGO sou beteken 'business as usual' wanneer onderwysers 'n kommunikatiewe taalonderrigbenadering volg. Party van die gevare wat inherent is aan die retoriek wat gebruik word om UGO te beskryf, word ondersoek. Beperkinge op geletterdheidsontwikkeling, soos byvoorbeeld groot klasse, ontoereikende hulpbronne, konserwatiewe houdings en die gebrek aan ouerbetrokkenheid word ook aangevoer. Data ter ondersteuning hiervan is verkry van 'n projek in vier laerskole, sowel as insette van onderwysers wat besig is met 'n afstandsonderwyskursus. Die artikel bepleit ten slotte inklusiewe opvoeding wat maniere sal ontwikkel om te verseker dat daar diversiteit sal wees in die poging om leerders in staat te stel om te ontwikkel.