grammatical constraints and motivations for - University of the ...
grammatical constraints and motivations for - University of the ... grammatical constraints and motivations for - University of the ...
With so many languages being spoken at the Cape, it was necessary to have a single language which could be used across all domains, and, because the Dutch controlled the Cape, the lingua franca became Dutch. It was an absolute necessity to be able to communicate in Dutch and speakers were under a lot of pressure to learn the language. This learning took place both informally and very quickly. While the entire population at the Cape was under pressure to learn Dutch, I do not believe that negative attitudes were held toward the language. Dutch provided members of the community with a means of expressing themselves in a way that would be understood by those they addressed. The eighteenth century saw the relocation of many members of the Cape speech community as a result of a shift from agriculture to stock-farming. Speakers migrated east along the coast to areas between the Great Karoo and Little Karoo, and also towards the Orange River and Southern Namibia. This migration led to the distribution of Afrikaans to areas outside of the Cape colony. (McCormick, 1990) In the late eighteenth century, a complete shift in power occurred. V.O.C. rule was terminated in 1795 by British occupation of the Cape. In an effort to promote English, the British funded English-medium schools. The Afrikaans community rejected this and began establishing Dutch private schools. However, the Dutch schools were only accessible to members of the private sector, and so Englishmedium schools became more popular. Ponelis (1993: 47) argues that this was most likely due to the fact that “Standard Dutch, like English, was a foreign language…” and also because “English had decided economic value.” Although English had become a part of the Cape society, Afrikaans still remained the home language of the majority, even up until the end of the nineteenth century. Ponelis (1993: 50) suggests that “a situation of complex diglossia developed with Afrikaans as the vernacular and both standard Dutch (in the church, in private education and in the media) and English as languages of culture.” English was the language of official correspondence as well as the 16
language of the court, education, and civil service, but Afrikaans was the home language of the majority of the Cape population. During the nineteenth century, the establishment of a number of Muslim schools contributed to the elevation of Afrikaans. Initially, Arabic was the medium of instruction at all Muslim schools, but was later replaced by Afrikaans. This had a significant impact on Afrikaans as it led to the publication of a koplesboek (school notebook) which consisted of translations from Arabic to Afrikaans. The twentieth century saw great advancements in the development of Afrikaans. In 1909 the Zuid Afrikaanse Akademie voor Taal, Letteren en Kunst was established. In 1917 the first edition of Afrikaans orthographical principles (Afrikaanse Woordelys en Spelreёls) was published after being devised by the Afrikaans language board. By 1933 the final version of the Afrikaans Bible appeared and in 1925 Afrikaans was declared an official language of the Republic of South Africa. In the 1920s the first Afrikaans high schools were established (Ponelis, 1993). The twentieth century was not only a period in which Afrikaans was officially recognized, but also a period in which political conflict arose out of the elevation of the Afrikaans language. During the twentieth century the National Party governed South Africa and enforced the apartheid system. White Afrikaners took charge of civil services and Afrikaans served as the language of the apartheid government. During this time, people were segregated, forced to be educated in Afrikaans and relocated under the Group Areas Act. For the people of District Six, this meant that they were forcibly removed from their homes. Ponelis (1993: 60) suggests that, “the Group Areas Act displaced the oldest urbanized Afrikaans community by closing District Six in Cape Town and resettling its predominantly Afrikaans-speaking population.” Therefore, while the apartheid regime revolved around Afrikaner nationalism and an immense pride in the Afrikaans language, one of the oldest Afrikaans communities was torn apart. 17
- Page 1 and 2: GRAMMATICAL CONSTRAINTS AND MOTIVAT
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- Page 9 and 10: 1.0 Introduction Chapter 1 Backgrou
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language <strong>of</strong> <strong>the</strong> court, education, <strong>and</strong> civil service, but Afrikaans was <strong>the</strong> home<br />
language <strong>of</strong> <strong>the</strong> majority <strong>of</strong> <strong>the</strong> Cape population.<br />
During <strong>the</strong> nineteenth century, <strong>the</strong> establishment <strong>of</strong> a number <strong>of</strong> Muslim schools<br />
contributed to <strong>the</strong> elevation <strong>of</strong> Afrikaans. Initially, Arabic was <strong>the</strong> medium <strong>of</strong><br />
instruction at all Muslim schools, but was later replaced by Afrikaans. This had a<br />
significant impact on Afrikaans as it led to <strong>the</strong> publication <strong>of</strong> a koplesboek (school<br />
notebook) which consisted <strong>of</strong> translations from Arabic to Afrikaans.<br />
The twentieth century saw great advancements in <strong>the</strong> development <strong>of</strong> Afrikaans.<br />
In 1909 <strong>the</strong> Zuid Afrikaanse Akademie voor Taal, Letteren en Kunst was<br />
established. In 1917 <strong>the</strong> first edition <strong>of</strong> Afrikaans orthographical principles<br />
(Afrikaanse Woordelys en Spelreёls) was published after being devised by <strong>the</strong><br />
Afrikaans language board. By 1933 <strong>the</strong> final version <strong>of</strong> <strong>the</strong> Afrikaans Bible<br />
appeared <strong>and</strong> in 1925 Afrikaans was declared an <strong>of</strong>ficial language <strong>of</strong> <strong>the</strong> Republic<br />
<strong>of</strong> South Africa. In <strong>the</strong> 1920s <strong>the</strong> first Afrikaans high schools were established<br />
(Ponelis, 1993).<br />
The twentieth century was not only a period in which Afrikaans was <strong>of</strong>ficially<br />
recognized, but also a period in which political conflict arose out <strong>of</strong> <strong>the</strong> elevation<br />
<strong>of</strong> <strong>the</strong> Afrikaans language. During <strong>the</strong> twentieth century <strong>the</strong> National Party<br />
governed South Africa <strong>and</strong> en<strong>for</strong>ced <strong>the</strong> apar<strong>the</strong>id system. White Afrikaners took<br />
charge <strong>of</strong> civil services <strong>and</strong> Afrikaans served as <strong>the</strong> language <strong>of</strong> <strong>the</strong> apar<strong>the</strong>id<br />
government. During this time, people were segregated, <strong>for</strong>ced to be educated in<br />
Afrikaans <strong>and</strong> relocated under <strong>the</strong> Group Areas Act.<br />
For <strong>the</strong> people <strong>of</strong> District Six, this meant that <strong>the</strong>y were <strong>for</strong>cibly removed from<br />
<strong>the</strong>ir homes. Ponelis (1993: 60) suggests that, “<strong>the</strong> Group Areas Act displaced <strong>the</strong><br />
oldest urbanized Afrikaans community by closing District Six in Cape Town <strong>and</strong><br />
resettling its predominantly Afrikaans-speaking population.” There<strong>for</strong>e, while <strong>the</strong><br />
apar<strong>the</strong>id regime revolved around Afrikaner nationalism <strong>and</strong> an immense pride in<br />
<strong>the</strong> Afrikaans language, one <strong>of</strong> <strong>the</strong> oldest Afrikaans communities was torn apart.<br />
17
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