Pictures in the teaching of Afrikaans as a second language in Indian secondary schools

M.Ed. (Media Science)The position of Afrikaans as a national language In South Africa has been a contested one since the 17th century settlement and occupation of the Cape by the Dutch and British settlers, and it Is not surprising that today, when the country faces critical questions relating to nationhood, cultural identity and language use In a profound way, its position again emerges as a crucial point of debate (Alexander, 1989:15). The Afrikaner group and the majority of their white South African adherents place great value on the historicity of the language. This is testified through the 'taalstryd" waged dUring an after the Anglo-Boer War (1899-1902) and the present-day status of the Afrikaans language as a major item on the negotiations agenda. This historicity and centrality of Afrikaans is contested by other language and cultural groups, who claim that Afrikaans is loaded with exclusivity and racism and that it therefore does not qualify in its claim for national status. The events of 1976 in Black schools and the subsequent years of considerable debate in public and academic forums, quite clearly Illustrates the Intensity of the contest surrounding the position of Afrikaans (Alexander, 1989:26). The Indian population group has always stressed its cultural heritage and at times this has occurred at the expense of Afrikaans as a language. Priority Is assigned to vernacular languages and Afrikaans is neglected in the process. The result is that the language is hardly spoken except in the Afrikaans classroom. It is against this background that this research project will examine the use of pictures In the teaching of Afrikaans at Indian secondary schools