Die stand van moedertaal na 1994: 'n gevallestudie van die Xhariep-distrik

English: The changing political environment after 1994 brought about changes in education as well as mother tongue education. The biggest change in mother tongue education is the clause in the Constitution 108 of 1996, section 6, which stipulates that mother tongue education is merely an option and not a requirement like before. Further language legislation implemented after 1994 was: National Education Policy (nr. 27 of 1996), the South African Schools Act (nr. 84 of 1996) and the Language-in- Education Policy (1997). The main focus areas of the study are language planning, language policy and language management within education. These terms are closely tied together, and one of the primary goals surrounding these terms is to solve language problems. Various other facets in language policy and language planning as discipline form the framework for the study: the process of language planning from initiation through to implementation, management agents (central government, provincial government, external and internal agents) who are to be found in the education system, as well as external factors in the process that can influence the choice of education medium. The goals of the study are to determine which of the schools in the Xhariep, which are mainly Afrikaans and seSotho, changed their language of education policies after 1994, which process was followed in order to do this, who the agents were who participated in the changes, and which factors led to the changes as well as the choice of language of education. The study utilises a historical approach. Due to the gaps in documentation, the data is dependent on interviews. Printed media was also utilised as a source of information in order to support the information of the intervlews. The South African context was discussed within the framework of the literature, due to the fact that the history of the country influenced the Xhariep's schools choices regarding language policy. The data indicated that the governing
Afrikaans: Die veranderende politieke omgewing na 1994 het veranderinge in die onderwys en so ook moedertaalonderrig teweeggebring. Die grootste verandering in moedertaalonderrig is die klousule in die Grondwet 108 van 1996, seksie 6, wat stipuleer dat moedertaalonderrig slegs 'n opsie is en nie meer 'n vereiste soos voorheen nie. Ander taalwetgewing is na 1994 as amptelik verklaar, bv. Nasionale Onderwysbeleid (No 27 van 1996), die Suid-Afrikaanse skolewet (no. 84 van 1996) en die Taal-in-Onderwysbeleid (1997). Die dominante fokus van die studie is taalbeplanning, taalbeleid en taalbestuur binne die onderwys. Hierdie terme is verwant aan mekaar en een van die primêre doelwitte rondom hierdie terme is om taalprobleme op te los. Verskeie ander fasette in taalbeleid en taalbeplanning as dissipline vorm die raamwerk vir die studie: die proses van taalbeplanning vanaf aanvang tot implementering, bestuursagente (sentrale regering, provinsiale regering, eksterne en interne agente) wat in die onderwysstelsel voorkom, asook eksterne faktore in die proses wat die keuse tot onderrigmedium kan beïnvloed. Die doelwitte vir die studie is om vas te stel watter van die skole in die Xhariep, wat oorheersend Afrikaans en Sotho is, na 1994 die skool se onderrigmedium verander het, watter proses gevolg is, wie die agente in die gebeure was en watter faktore tot die verandering bygedra asook die keuse van die onderrigmedium beïnvloed het. Die studie maak gebruik van 'n historiese benadering. As gevolg van die gapings in die dokumentasie, is die data veral van onderhoude afhanklik. Gedrukte media is ook as bron ingetrek om die inligting in die onderhoude te evalueer. Die Suid-Afrikaanse konteks is teen die agtergrond vanuit die literatuur bespreek, aangesien die geskiedenis van die land die Xhariep se skole se keuses rondom taalbeleid beïnvloed het. Die data het aangetoon dat die beheerliggaam nie die oorhoofse besluite neem nie en is dit net op papier as sulks aangedui. 'n Spesifieke p