Kriteria om gedigte vir graad 12-Afrikaans Huistaal te keur en voor te skryf

[English translation: Recommendations for the selection and prescribing of poems for grade 12-Afrikaans Home Language]

Abstract

Poësie-onderrig is belangrik vir taalaanleer, asook vir die ontwikkeling van leerders se emosionele intelligensie, verbeelding en verdraagsaamheid jeens diversiteit. Wanneer gedigte in ʼn nuwe tydsgees voorgeskryf word, sonder om gepaste kriteria en die mening van gesaghebbendes in ag te neem, word meer skade as goed aangerig. Onlangs het uiteenlopende menings oor die nuutvoorgeskrewe gedigte van graad 12-Afrikaans Huistaal weer die soeklig op die kriteria vir die keuse van voorgeskrewe gedigte geplaas (Steyn, 2023: 8). Die keuringsproses behoort kriteria rakende die diversiteit van Afrikaans, die leefwêreld van die graad 12-leerder, en riglyne van die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV), Afrikaans Huistaal, Verdere Onderwys- en Opleidingsfase (VOO) in te sluit (Departement van Basiese Onderwys [DBO], 2011). Ons bepleit egter selfgerigtheid van taalonderwysers in die keuringsproses, aangesien hulle die rolspelers is wat die leerders die beste ken. Hierdie oorsigartikel word vanuit die interpretivistiese navorsingsparadigma geskryf en is kwalitatief van aard, aangesien data by wyse van verskillende kwalitatiewe insamelingsmetodes verkry is. Ter aansluiting by die literatuurondersoek is ʼn dokumentontleding van die KABV (Afrikaans Huistaal, VOO-fase) én ʼn opsommende teksontleding van die jongste voorgeskrewe gedigte onderneem. Die data word narratief ontleed. Die primêre doel is om werkswyses voor te stel aan belanghebbendes (keurpanele, Afrikaans Huistaalonderwysers, voorgraadse onderwysstudente en kurrikulum-beplanners) om gepaste gedigte vir graad 12-Afrikaans Huistaalleerders op ʼn selfgerigte wyse as voorgeskrewe tekste te keur.

[English translation:

Teaching poetry is not only important for language learning, but also for the development of learners' emotional intelligence, imagination, and tolerance towards diversity. When poems are prescribed in a new zeitgeist without considering specific criteria and authoritative opinions, more harm than good can be done.

Recently, diverse opinions on newly prescribed poems for grade 12 Afrikaans Home Language have sparked renewed debate regarding the selection of prescribed poems (Steyn, 2023: 8). The selection process should include criteria regarding the diversity of Afrikaans, the life world of the grade 12 learner, and guidelines from the National Curriculum and Assessment Policy Statement (CAPS), Afrikaans Home Language, Further Education and Training Phase (FET) (DBO, 2011). However, language teachers’ self-directedness is advocated in the selection process, as they are the role players who know the learners best. This review article was written from the interpretivist research paradigm and is qualitative in nature, as data were collected by means of different qualitative collection methods. In addition to the literature review, a document analysis of the CAPS (Afrikaans Home Language, FET phase) and a summary text analysis of the latest prescribed poems were undertaken. The data were analysed narratively. Finally, the primary aim of this article is to make suggestions to stakeholders such as selection panels, Afrikaans Home Language teachers, undergraduate education students and curriculum planners regarding how to approve and prescribe appropriate poems as prescribed texts for grade 12 Afrikaans Home Language learners in a self-directed manner.]