'n Taakgebaseerde benadering tot die aanleer van Afrikaans vir gehoorgestremde studente

Terblanche, Marthie Isabelle (2020-03)

Afrikaans and Dutch

Thesis

ENGLISH ABSTRACT: Due to changes in basic education regulations, inclusive teaching and learning has moved to the forefront of research. This combined with the efforts made by universities to promote inclusive education has led to language lecturers and tutors having a variety of students with disabilities (including physical disabilities, visual and hearing disabilities as well as severe dyslexia and other learning deficits). This study examines the relevance of the task-based approach to Afrikaans second language teaching for deaf students. The design of task-based activities for hearing impaired students can prove challenging for language teachers and linguists. One such challenge is the lack of academic research on the matter in the language acquisition field. There is also a lack of research on Afrikaans language acquisition and deafness. A further challenge for language teachers is the wide variety of physical and psychological factors they have to take into account when teaching deaf students. The lack of relevant theoretical research combined with the sensitive nature of the research requires a thorough study of the relevance of inclusive language teaching for deaf students. The aim is thus to create task-based activities that are suitable for deaf and hearing students studying Afrikaans as a second language at tertiary institutions in South Africa. The research question is as follows: How can task-based activities be adapted around the needs of deaf language learners in mainstream educational settings? The study aims at providing a well-rounded and thorough overview of language acquisition for deaf language learners. In addition to the chapters that focus specifically on theoretical research on language acquisition and the task-based approach, I also discuss language learning theories and deaf language learning. The study focuses primarily on the practical design of task-based activities that can be use by language teachers in Afrikaans second language classes where there are both hearing and deaf students. I furthermore did an empirical study when I worked with the deaf students learning Afrikaans as a second language at the University of Stellenbosch. The aim of the practical research was to try to collect data on classroom strategies and their relevance to the teaching of deaf students. Lastly, I discuss the relevance of an adaptive approach to language acquisition as well as possible curriculum and classroom changes.

AFRIKAANSE OPSOMMING: As gevolg van veranderinge in veral die Basiese Onderwysbeleid wat inklusiewe onderrig voorstaan, asook universiteite se beleid om toegang tot hoër onderwys vir alle studente beskikbaar te stel, word taaldosente en tutors al hoe meer gekonfronteer met studente (soos fisiekgestremde studente, visueelgestremde studente, gehoorgestremde studente, studente met ernstige disleksie en ander leesprobleme) wat spesifieke uitdagings ten opsigte van onderrig stel. In hierdie studie word die relevansie van die taakgebaseerde benadering vir die onderrig van Afrikaans as tweede taal vir dowe studente bestudeer. Die ontwerp van taakgebaseerde aktiwiteite vir studente met gehoorgestremdhede hou verskeie uitdagings vir die taalkundige en taalopvoeder in. Een uitdaging is dat daar nie akademiese navorsing oor gehoorgestremdhede en taalverwerwing spesifiek vir Afrikaanse taalverwerwing is nie. ’n Ander uitdaging is die groot verskeidenheid fisiese en psigologiese faktore wat deur die dosent in ag geneem moet word. Hierdie gebrek aan teoreties gebaseerde inligting saam met die sensitiewe aard van die studie vereis ’n deurtastende ondersoek na die relevansie van inklusiewe onderrig vir gehoorgestremde studente. Die doel hiervan is om taakgebaseerde aktiwiteite, wat beide die gehoorgestremde studente en die ander studente kan akkommodeer, vir studente in die Afrikaanse taalverwerwingsklasse by tersiêre instellings te inkorporeer. Die navorsingsvraag wat in dié studie gevra word, is: Hoe kan taakgebaseerde aktiwiteite aangepas word vir, en rondom, gehoorgestremde studente? Die studie behels om ’n breë oorsig oor taalverwerwing aan gehoorgestremde studente te bied. Behalwe die hoofstukke wat ’n teoretiese oorsig bied oor die taalverwerwingsveld en die taakgebaseerde benadering, sowel as bestaande teorieë en navorsing oor taalonderrig vir gestremde studente, fokus die studie hoofsaaklik op die praktiese ontwerp van taakgebaseerde aktiwiteite wat deur Afrikaanstweedetaaldosente in die klaskamer gebruik kan word om gehoorgestremde studente te onderrig. Verder het ek ’n empiriese ondersoek gedoen deur met dowe studente wat Afrikaans as ’n tweede taal by die Universiteit Stellenbosch aanleer, te werk. Die praktiese afdeling poog om data in te samel oor verskeie klaskamerstrategieë en hulle relevansie tot gehoorgestremdestudente-onderrig. Laastens word die relevansie van ’n aangepaste benadering tot gestremdestudente-onderrig uitgewys en potensiële aanpassings wat gemaak kan word met betrekking tot die kurrikulum en klasomgewing, word bespreek.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/108118
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