Abstract

LINDE, Janien  and  KIRSTEN, Johanita. The potential of Afrikaans engaged poetry to foster sensitivity for language variation and language ideology among undergraduate students. Tydskr. geesteswet. [online]. 2023, vol.63, n.4, pp.878-899. ISSN 2224-7912.  http://dx.doi.org/10.17159/2224-7912/2023/v63n4a7.

The main topic of this article is the concept of the unlaagering ("ontlaering") of Afrikaans - creating a more inclusive and representative teaching and learning framework, and deliberately moving away from the traditional, conservative associations with Afrikaans and the link between Afrikaans and Afrikanerdom to the exclusion of other speakers of Afrikaans. In this article, we investigate the potential of engaged poetry to stimulate sensitivity towards language ideology and language variation in undergraduate, specifically first year, students of Afrikaans and Dutch. To this end, data was collected in the form of an assignment about three specific poems which are presented as engaged poetry. The topic of engaged poetry was discussed in a class preceding the assignment, where the concept and the theory were discussed. The students were not introduced to the topic of unlaagering prior to the assignment, or to the specific poems forming part of the assignment. The following theoretical starting points are relevant to this article: engaged poetry (littérature engagée), self-directed reading and learning, and language ideology. Engaged literature is aimed at challenging the beliefs of readers, and encouraging them to rethink and reconsider certain difficult situations or issues. Self-directed learning refers to the ability of an individual to gain knowledge, improve skills, set goals, and develop themselves. Language ideology concerns the beliefs people have about language, and the cultural systems of ideas, feelings and values that influence those beliefs. Data was collected in the form of student assignments. Students who had enrolled for the particular module were asked to provide or withhold permission to use their assignments for research purposes, and 33 students provided permission. The student answers in the assignments were analysed using critical discourse analysis methods, where codes were identified from both the literature as well as inductively from the assignments themselves. The analysis was performed using the software ATLAS.ti, and extensively revised after quality control measures had been implemented. The following codes were used: essentialism, language purism, standard language ideology, linguistic nationalism, hierarchy of languages / varieties, mother tongue ideology, chauvinism, and unlaagering. Essentialism refers to the belief that an object has an inherent essence which determines its character. Related to this, language purism is the belief that each language has an inherent character, and should be kept "pure" from influences of other languages. This further links to standard language ideology, according to which the standard variety of a language is the only correct version of that language. Linguistic nationalism also comes into play, with an inherent link between a specific language and a specific nation. This enforces the belief in the hierarchy of languages or varieties, according to which a standard language is at the top and other varieties are inferior to it. The belief in "one true mother tongue" is also ideologically loaded, aligning with the previous codes. Finally, chauvinism refers to the belief that something, in this case a language, is good because it is ours, and that one should take pride in it. The "unlaagering" code was specifically used to indicate instances where a student demonstrates critical awareness of the language ideologies in their own views, and/or when they express views in their answers that align with the principles of unlaagering. The conclusion of the article is that an assignment in which the nature and workings of engaged poetry are being practically demonstrated to students can succeed in creating at least some level of awareness of language ideology and how it can influence people's ideas about language. However, we argue that the assignment has certain shortcomings. To overcome the shortcomings of this specific assignment, we suggest that it can be viewed as a good starting point, but that the process of fostering sensitivity regarding language and ideology, especially from a linguistic perspective, should be continued and strengthened in the foreseeable future.

Keywords : engaged poetry; literature teaching; language variation; language ideology; Jan Lion Cachet; Willa Boezak; Diana Ferrus; self-directed reading; language activism.

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