Abstract
Throughout the centuries, language has always been a prerequisite for tuition andlearning. This contribution is based on the universal theme of language as bearer ofcultural identity and the role it plays in South African education, specifically regardingliteracy. The focus falls on especially one variant of Afrikaans, known as Kaaps, and therole that it plays regarding the individual and group identity of the group of peoplewho were classified as Coloureds during apartheid1 and marginalized by poverty, placeof residence and race. The research question is whether Kaaps can make a contributionto the successful delivery of the school curriculum in those schools which are mainlyattended by the so-called ‘Coloureds’ on the Cape Flats. The methodology chieflyentails a literature review. From a socio-historical perspective the article reflects onthe history of Kaaps since the early 1600s, and what role it plays in the developmentof Afrikaans. The literature study supplies the theoretical framework for reflectionon Kaaps. The focus is on the influence of Kaaps on its speakers’ perception of theiridentity; the conflict of Kaaps with Standard Afrikaans; the current status of Kaapsin the Coloured population; the restandardization of Afrikaans, and to what extent,if any, Kaap comes into its own in South African schools. The study comes to theconclusion that learners who grew up with Kaaps, are disadvantaged at school and thatthe language should be utilized more inclusively.
Highlights
In South Africa, language has always been an emotional and often political issue (Le Cordeur, 2011)
Since South Africa became a democracy, Afrikaans has lost its status as one of two official languages and today Afrikaans and English share this privilege with nine indigenous African languages
This study starts with a literature review on a number of burning issues regarding Cape Afrikaans (Kaaps), namely: the history of the speakers of Kaaps; the group areas act; the 1976 riots in Soweto; the stigma attached to Afrikaans as the language of oppression; the role of Coloured people in the development of Afrikaans; the origins of Kaaps; the stereotyping of Kaaps and the status that this language variant enjoys among Coloured people
Summary
In South Africa, language has always been an emotional and often political issue (Le Cordeur, 2011). Since South Africa became a democracy, Afrikaans has lost its status as one of two official languages and today Afrikaans and English share this privilege with nine indigenous African languages. That Afrikaans no longer enjoys advancement by the government, the Afrikaans-speaking community is obviously concerned about the future of their language (Pienaar, 2014). Most of these are concerned with the conservation of Afrikaans in its standard form within a specific sociocultural context. Joseph (2004:39) in Dyers (2008:51-2) puts it as follows: ‘... we read the identity of people with whom we come into contact based on very subtle features of behaviour, among which those of language are central.’
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