Benadeling van leerders en opvoeders in laerskole in Eldoradopark: ’n Psigolinguistiese/ neorofilosofiese perspektief

Abstract

Learners at primary school level will in most cases be disadvantaged if learning and teaching take place in a language which is not their mother-tongue. This has in recent years been a topic for serious debate, not only in educational circles and publications, but also in the media. The research undertaken which preceded the doctoral dissertation on which the following article is based, focused on the nature of such disadvantage in the primary schools in Eldoradopark, south of Johannesburg. While the implementation of integration and transformation in education remains the responsibility of the national education authority, its practical implementation is relegated to the educators/teachers in the classroom. They need professional and
material assistance. While the dissertation as a whole attempts to cover the complete spectrum of the problems experienced in this regard in Eldorado Park, this article focuses on the insights provided by neurophilosophy, an interdisciplinary approach not hitherto often touched upon as an important contributor to the debate.

Keywords: disadvantaged learners and educators in primary schools, a psycholinguistic perspective, neurons, neurophilosophy

Article text in Afrikaans