Teaching and learning of Mandarin as a foreign language in South African schools
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Date
2016
Authors
Nel, Norma
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
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.
Description
Keywords
Mandarin, Foreign language, Teaching, Learning
Citation
Nel, N. (2016). Teaching and learning of Mandarin as a foreign language in South African schools. Perspectives in Education, 34(2), 43-56.