Taaltameletjie: Deskundige deel antwoorde

03 February 2019 | Education

Alec Basson



Graad R-leerlinge wie se moedertaal nie Engels is nie, vaar ewe goed as hul Engelssprekende maatjies wanneer dit kom by die stoor en verwerking van klein hoeveelhede inligting wat nodig is vir onder meer leer, probleem-oplossing en berekeninge, sê dr Michelle White, 'n deeltydse dosent by die Departement Algemene Taalwetenskap aan die Universiteit Stellenbosch (US).

White, wat onlangs haar doktorsgraad in Algemene Taalwetenskap aan die US verwerf het, meen wat hulle wel kniehalter, is hul gebrek aan Engelse vaardighede, maar dat 'n paar ekstra lesse hul Engelse taalontwikkeling sowel as hul akademiese prestasie behoort te verbeter.

“Net die nodige Engelse vaardighede ontbreek by hierdie kinders om akademies goed te kan vaar, want hul werkende geheue of korttermyn-geheuevaardighede om inligting wat gou verwerk kan word, te behou, is op dieselfde vlak as hul maatjies s'n,” sê sy.

“Talle kinders leer in Engels hoewel hulle nie eintlik Engels-magtig is wanneer hulle begin skoolgaan nie. Hulle word dus in 'n taal onderrig wat vir hulle feitlik heeltemal vreemd is.

“My studie toon dat leerders met Engels as huistaal deur die loop van die jaar omtrent dieselfde in die werkende geheue-toetse gevaar het as hul tweedetaal-maats. Dit beteken dat hul werkende geheue-vermoë onafhanklik is van hoeveel hulle van Engels weet.

“Soos verwag, het die Engelse kinders deurlopend deur die jaar beter as hul maats in alle taalmetings gevaar. Hulle het 'n groter woordeskat gehad en hul begrip en gebruik van Engels was ook beter.”

White wys daarop dat die patroon waarop beide groepe se Engelse en werkende geheuevaardighede deur die jaar ontwikkel het, dieselfde was.

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