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Media verklaring - 13 September 2020
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isiXhosa vraestelle vir matrikulante in die Oos-Kaap
(Scroll down for English statement)
(Scroll down for English statement)
Vir Onmiddellike vrystelling
Verklaring deur Jan Bosman
Hoofsekretaris van die Afrikanerbond
Die Oos-Kaap se skuif na IsiXhosa vraestelle vir moedertaal matrikulante is ʼn stap in die regte rigting
Dit is ‘n groot stap in die regte rigting dat matrikulante in die Oos-Kaap ook nou hulle matriekvraestelle in IsiXhosa, hulle moedertaal, kan skryf. Deel van die motivering is om die slaagsyfer te verhoog. Ons moet die vraag egter vra waarom dit so lank geneem het om tot die besef te kom? Reeds in 2010 het mev Angie Motshekga, Minister van Basiese Onderwys erken dat: -
• “Swak vaardighede in Engels die grootste oorsaak is vir die swak 2009 matriek uitslae”
• “Dat die meerderheid van leerlinge insluitende matrikulante in Engels moet studeer – alhoewel dit nie hulle huistaal is nie.”
• “Leerlinge wie se eerste taal nie Engels is nie, sukkel om hulself in die taal uit te druk.”
Is die ingrypende verandering dan ‘n erkenning dat regeringsbeleid om Engels af te forseer tragies misluk het? Die gedobbel met die onderrig van Suid-Afrikaanse leerlinge gaan egter voort met die aandrang op Engels as onderrigtaal vir nie-Engelssprekers. In ‘n land met 11 amptelike tale is hierdie beleid onlogies en wys matriek uitslae dat die meerderheid van leerlinge nie die mas opkom met onderrig in Engels nie.
Navorsing het oor en oor bewys dat gedwonge vreemdetaal-onderrig grootskaalse ongeletterdheid veroorsaak. Dr. Kathleen Heugh, `n kenner op die gebied van moedertaalonderrig, is van mening dat die vroegtydige onderbreking van moedertaalonderrig kognitiewe- en akademiese ontwikkeling onderbreek. In lande waar daar goed opgeleide onderwysers, voldoende klaskamers en genoeg boeke is, het kinders gewoonlik tussen ses en agt jaar nodig om `n tweede taal te leer voordat hulle dit as `n medium kan gebruik. In swakker toegeruste skole kan leerders moontlik eers in Graad 9 in staat wees om die skuif te maak. Swak prestasies in geletterdheid, wiskunde en wetenskap hou ook verband met vroegtydige onderbreking van die moedertaal as onderrigmedium.
Aangesien moedertaalonderwys een van die belangrikste fondamente vir die bevordering en beskerming van die regte van kultuur-, godsdiens- en taalgemeenskappe is, en -
• aangesien dit internasionaal op grond van grondige navorsing bewys is en aanvaar word dat moedertaalonderrig onontbeerlik is vir die vorming en ontwikkeling van leerders, en
• aangesien ouers die reg het om die taal en medium van onderrig vir hulle kinders te kies,
- is dit dringend noodsaaklik dat die regering moet herbesin oor moedertaalonderrig vir alle Suid-Afrikaners. Oor en oor is bewys dat taal lei tot prestasie. Ongelukkig is hierdie beginsel versaak en is die taalprestasie van Suid-Afrika se skoolbevolking baie swak. Van die redes wat aangevoer word was juis swak onderrig en die noodsaak vir moedertaalonderrig.
Die Afrikanerbond is op rekord dat ons aandring op moedertaalonderrig vanaf Graad 1 tot Graad 12. Verengelsing is nie die antwoord nie. Dit word bewys deur die swak matriek resultate. Om matriek vraestelle in ʼn moedertaal te skryf is ʼn begin maar dit kan nie die enigste antwoord wees nie.
Dit is eenvoudig so dat indien die Regering nie onmiddellike stappe doen om die omstandighede te skep vir die ontwikkeling en gebruik van al ons amptelike tale, soos vereis word deur art 6(5)(a) van die Grondwet nie, die vooruitsigte vir ons inheemse tale - en vir die toekomstige opvoeding van kinders uit die betrokke taalgroepe - uiters negatief sal wees. En dit beteken bo alles dat veel groter erkenning verleen moet word aan die rol van moedertaalonderrig in ons onderwysstelsel.
13 September 2020
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Statement by Jan Bosman,
Chief Secretary of the Afrikanerbond
Allowing Eastern Cape matriculants to write exams in isiXhosa is a step in the right direction
It is a step in the right direction to allow matriculants in the Eastern Cape to write exams in isiXhosa – their mother tongue, Part of the motivation is to increase the pass rate. The question must however be asked why it took so long to realise this. Already in 2010 Ms Angie Motshekga, Minister of Basic Education acknowledged that: --
• "Poor English skills were the major factor behind 2009’s miserable matric results"
• "That the majority of pupils, including matriculants, had to study in English although it was not their home language"
• "Pupils whose first language was not English, experienced difficulty articulating themselves properly"
Is the fact that matriculants in the Eastern Cape are now allowed to write exams in their mother tongue a recognition and admission that government’s policy to enforce English has failed? The continued gambling with the teaching of South African students will however continue with the insistence on English as medium of instruction. In a country with 11 official languages, this policy is illogical and matric results show that the majority of pupils cannot cope with instruction in English.
Research has proven over and over that forced unfamiliar language teaching causes widespread illiteracy. Dr. Kathleen Heugh, an expert in the field of mother tongue, is of the opinion that the premature interruption of mother-tongue education interrupts cognitive and academic development. In countries where there are well-trained teachers, adequate classrooms and enough books, children typically have between six and eight years to learn a second language before it can be used as a medium of instruction. In poorer and under resourced schools it may be possible to make this move after Grade 9. Poor performance in literacy, math and science is directly related to premature interruption of the mother tongue as medium of instruction.
Since mother-tongue education is one of the most important pillars for the promotion and protection of the rights of cultural, religious and linguistic communities, and:-
• the international acceptance by means of research and evidence, that mother tongue is essential for the shaping and development of learners, and
• because parents have the right to choose the language and medium of instruction for their children
- it is imperative that government should revisit mother tongue education for all South Africans. Evidence has proven over and over again that language leads to achievement. Unfortunately this principle has been forsaken and is the language achievement of South Africa’s school population extremely weak. Every year it is argued that poor education and the need for mother-tongue education is at the root of our education problem.
The Afrikanerbond is on record that we insist on mother tongue education from Grade 1 to Grade 12. To enforce English on pupils in our education system is not the answer. This is evidenced by the poor matric results. To allow matric pupils to write exams in their mother tongue is a start but it cannot be the only answer.
The fact of the matter is that if Government does not take immediate steps to create the conditions for the development and use of all of our official languages, as required by Section 6 (5) (a) of the Constitution, the prospects for our indigenous languages - and for the future education of children from the affected language groups - would be extremely negative. Above all greater recognition must be given to the role of mother tongue in our education system.
13 September 2020
