n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool

• Main Author: Hammann, Hermanus Johannes Richard
• Other Authors: Snyman, Henning
• Format: Doctoral Thesis
• Language: Afrikaans
• Published: University of Cape Town 2014
• Subjects: Afrikaans and Netherlandic Studies
• Online Access: http://hdl.handle.net/11427/7823

Bibliography: leaves 325-332. === The meaning, value and aim of this study lie in the awareness and identification of problem areas in examination of Afrikaans literature on high scholl level, usually pertaining to Grades 11 and 12 learners, taking Afrikaans as First Language (HG) subject. An exposition and analysis of the most recent literary theories have been researched in practice and a report has been compiled. The method used as that of a questionnaire, completed by teachers (subject heads) of 19 schools in the Western Cape. This questionnaire represents a 10% sample of schools falling under the Western Cape Education Department, who offer Afrikaans as a first language HG subject in Grades 11 an 12. These 19 schools are representative of 12 types, i.e. socio-historically privileged schools, socio-economically disadvantaged schools, rural schools, urban schools, big schools, small to medium schools, technical high schools, agricultural schools, special schools, private schools, schools previously categorised by House of Representatives and schools previously categorised by Cape Educational Department (CED).