Teaching and learning of Mandarin as a foreign language in South African schools
Globalisation has influenced the demand for the acquisition of Mandarin. As a proactive response, the South African Department of Education included Mandarin as a second additional language in the National Curriculum Statement grades R–12 in March 2015. The research reported on in this article was...
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| Médium: | Článek |
| Jazyk: | English |
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University of the Free State
2016-06-01
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| Edice: | Perspectives in Education |
| On-line přístup: | http://196.255.246.28/index.php/pie/article/view/1957 |
| Shrnutí: | Globalisation has influenced the demand for the acquisition of Mandarin. As a proactive response, the South African Department of Education included Mandarin as a second additional language in the National Curriculum Statement grades R–12 in March 2015. The research reported on in this article was context specific. It entailed a case study of a school in Gauteng that had introduced Mandarin as a foreign language. Chomsky’s language theory, the interactionist theory and Vygotsky’s socio-cultural theory are acknowledged. A qualitative inquiry strategy was employed; individual and focus group interviews, questionnaires and observations were used as data gathering tools. Content analysis was done manually. Themes, categories and subcategories were identified. The research culminated in a case study narrative elaborating on the main themes, namely motivation and beliefs, teaching Mandarin, and learners’ learning experiences.
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| ISSN: | 0258-2236 2519-593X |