{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/16134"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/16134","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Curriculum 2005 and (post)modernising African languages : the quantum leap","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Mahlalela-Thusi, Babazile"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Esterhuyse, Jan"],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999","date_published":"1999","updated_at":"2026-07-22T22:22:43Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/16134","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Esterhuyse, Jan"]},{"key":"dc:creator","label":"Author","values":["Mahlalela-Thusi, Babazile"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-02T04:51:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-02T04:51:10Z"]},{"key":"dc:date.issued","label":"Date","values":["1999"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/16134"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Curriculum 2005 and (post)modernising African languages : the quantum leap"]}]}],"canonical_facts":{"dc:contributor.advisor":["Esterhuyse, Jan"],"dc:creator":["Mahlalela-Thusi, Babazile"],"dc:date.accessioned":["2016-01-02T04:51:10Z"],"dc:date.available":["2016-01-02T04:51:10Z"],"dc:date.issued":["1999"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["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."],"dc:identifier.uri":["http://hdl.handle.net/11427/16134"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Curriculum 2005 and (post)modernising African languages : the quantum leap"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:22:43Z"}