Verwaarloosde taalstimulering in die ouerhuis as rede vir taalagterstande by laerskoolleerlinge in Carletonville

Abstract

The aim of this research project was to determine: * the course of normal language development of the child; * the role played by parents regarding the child's language development; * whether there is sufficient language stimulation in the form of verbal communication between parent and child and in the form of suitable reading material available in the homes of Carletonville. This would contribute to the actualization of the child's full language potential. A secondary aim was to determine whether passive TV and video-viewing have taken the place of active verbal communication and reading activities in the homes of primary school pupils in Carletonville. In chapter 1 the reader is acquainted with the background of the research problem. Chapter 2 deals with language as a concept and language development of a child, mainly against the background of a Whole-language approach. It is important to emphasize the following: * A human being without language is inconceivable. * Language acquirement doesn't terminate when a child reaches school age. Basic language skills have been established, but language stays part of all further learning processes. * Language development and the emerging of literacy are inseparable. Chapter 3 highlights the role played by the parents in the development of a child's language. Children who are not stimulated from birth are deprived of their right to develop their full potential in order to achieve in life. Parents are thus the most important role models in the process of language stimulation. The empirical investigation is formulated in chapter 4. 400 standard 5 pupils of the eight Afrikaans Primary schools is the Carletonville area were involved in the research programme. GSAT (General Scholastic Aptitude Test) scores and scholastic achievements (including average Afrikaans and English, as well as final examination marks) of standerd 5 pupils were supplied by the schools. Parents of these pupils completed a self-developed questionnaire. The following main aspects were included: * Attitude towards reading * Extent and type of verbal communication in the home * Types of reading material * Attitude towards TV and video viewing * Attitude towards visiting the local library * Attitude towards language stimulation by parents. The results (set out in Chapter 5) indicated the following: * According to the GSAT (General Scholastic Aptitude*Test) results the pupils possess an average intellectual ability * These pupils average examination marks regarding Afrikaans, English and their final average is compatible with the results obtained from the GSAT * There is a positive attitude towards reading, although most parents feel that their children should read more * There is a great deal of verbal communication within the parent - child relationship * A wide spectrum of reading material is available in the home * Pupils are watching far too much TV and videos during the day * Local libraries are visited on a regular basis * There is a positive attitude towards language stimulation by the parents. The researcher postulated that verbal language stimulation and stimulation in the form of suitable reading material would be insufficient in the homes of primary school pupils of Carletonville. It appears that language stimulation is taking place at home and that parents hold a positive attitude towards it. The following questions remain though: Is there sufficient stimulation? Is it not possible that the intellectual level of these pupils, especially the verbal ability, of these pupils may exceed the average level if there had been more intensive stimulation at home? The same question remains regarding scholastic achievement? Do the parents have to be content with average performing?