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The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching

机译：教学和学习非洲第一语言的带来理论：基于任务的语言教学案例

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摘要

Multilingual language policies in South Africa aim to promote tolerance and understanding of sociocultural differences and equal access to power. The current common curriculum for learning of all additional languages in South African primary schools presents negative affordances for the acquisition of African languages as second languages. This article proposes that task-based language teaching presents a set of language affordances for young beginner learners that is most conducive for the learning of an additional language in primary schools. The affordances theory in second language learning provides a lens that allows a single-minded focus on relevant issues in a complex and dynamic context. It considers the learning needs and goals of young learners and their teachers, and identifies language affordances in the learning process. The important role of the teacher in matching language teaching activities to individual learner's needs is recognised and justified in the affordances theory. Task-based language teaching presents a principled and empirically supported instructional approach, allowing a flexible methodology for teachers to achieve learning outcomes in diverse contexts.
机译：南非的多语言语言政策旨在促进​​对社会文化差异的宽容和理解和平等获取权力。目前常见的常见课程用于学习南非小学所有其他语言，呈现为收购非洲语言作为第二种语言的负面承担。本文提出基于任务的语言教学为年轻初学者学习者提供了一套语言可供学习，这些学习者最有利于在小学中学习额外的语言。第二语言学习中的可带来理论提供了一种镜头，允许一定思想的关注复杂和动态上下文中的相关问题。它考虑了年轻学习者及其教师的学习需求和目标，并确定了学习过程中的语言能力。教师在匹配语言教学活动对个人学习者的需求中的重要作用得到了认可和合理的。基于任务的语言教学提出了一个原则性和经验支持的教学方法，允许教师灵活的方法，以实现各种情况下的学习结果。

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