The dilemma of dialect in the classroom: A case forXhosa

Abstract

One of the most controversial issues in language learning is whether or not to use the pupils' non-standard variety in the classroom. It would seem that more colleagues oppose than favour it. Since language research has particularly come to appreciate the importance of multilingual competence it is opportune to review the issue of dialect in the classroom. Public opinion is too firmly entrenched in the factor of standard language to allow dialect as a language of instruction. Some teachers may be ardent advocates of dialect in the classroom, but many, if not most, parents passionately oppose it, arguing that if their offspring do not learn a standard variety they will be disadvantaged in society. There are two arguments for the use of dialect in the classroom. On one hand, it may be useful as a bridge to standard language. On the other, initial use of the home variety has been shown, to the satisfaction of many, to be beneficial in promoting the child's self-image and sense of belonging. Een van die mees omstrede kwessies in taalonderrig is die gebruik (a/ dan nie) van leerlinge se nie-standaard-taalvariant in die klaskamer. Dit lyk asof die meerderheid kollegas daarteen gekant is. Aangesien taalnavorsing a/ meer waarde heg aan die belangrikheid van meertaligheid, is dit sinvol om die kwessie van dialek in die k/askamer te heroorweeg. Die openbare mening is so oortuig van die rol van standaardtaa/gebruik dat dit nie dialek as 'n onderrigmedium duld nie. Sommige onderwysers mag sterk ten gunste wees van dialek in die klaskamer, maar tal/e ouers, waarskynlik die meeste, is heftig daarteen gekant, aangesien hulle redeneer dat indien hulle kinders nie standaardtaal leer nie, dit hul posisie in die samelewing sal benadeel. · Daar is twee argumente ten gunste van die gebruik van dialek in die klaskamer: enersyds mag dit as 'n sinvolle brug na standaardtaal dien; andersyds is, tot talle se bevrediging, bevind dat die aanvanklike gebruik van die tuisvariant die leerling se seljbeeld en gevoel van geborgenheid bevorder.