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dc.contributor.authorNel, Norma
dc.date.accessioned2016-12-13T09:34:24Z
dc.date.available2016-12-13T09:34:24Z
dc.date.issued2016
dc.identifier.citationNel, N. (2016). Teaching and learning of Mandarin as a foreign language in South African schools. Perspectives in Education, 34(2), 43-56.en_ZA
dc.identifier.issn2519-593X (online)
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/5225
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i2.4
dc.description.abstractGlobalisation 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectMandarinen_ZA
dc.subjectForeign languageen_ZA
dc.subjectTeachingen_ZA
dc.subjectLearningen_ZA
dc.titleTeaching and learning of Mandarin as a foreign language in South African schoolsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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