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

References

• Abrahamsson N, Hyltenstam K. 2009. Age of onset and nativelikeness in second language: Listener perception versus linguistic scrutiny. Language Learning 59(2): 249–306. https://doi.org/10.1111/j.1467-9922.2009.00507.x
   Web of Science ®Google Scholar
• Adamson B, Davidson C. 2003. Innovation in English language teaching in Hong Kong primary schools: One step forward, two steps sideways. Prospect 18(1): 27–41.
   Google Scholar
• Aronin L, ÓLaoire M, Singleton D. 2011. The multiple faces of multilingualism: Language nominations. In: Wei L (ed.), Applied Linguistic Review 2. Berlin: De Gruyter Mouton.
   Google Scholar
• Aronin L, Singleton D. 2010. Affordances and the diversity of multilingualism. International Journal of the Sociology of Language 205: 105–129.
   Google Scholar
• Aronin L, Singleton D. 2012. Affordances theory in Multilingualism studies. Studies in Second language learning and teaching 2(3): 311–331. https://doi.org/10.14746/ssllt.2012.2.3.3
   Google Scholar
• Berben M, Van den Branden K, Van Gorp K. 2007. ‘We’ll see what happens’: Tasks on paper and task in a multilingual classroom. In: Van den Branden K, Van Gorp K, Vershelst M (eds), Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective. Newcastle: Cambridge Scholars Publishing. pp. 32–67.
   Google Scholar
• Cekaite A. 2008. Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting. In: Philp J, Oliver R, Mackey A (eds), Second Language Acquisition and the Younger Learner. Child’s play? Amsterdam: John Benjamins Publishing Company. pp. 105–129. https://doi.org/10.1075/lllt.23.08cek
   Google Scholar
• Colpin M, Gysen S. 2006. Developing and introducing task-based language tests. In: Van den Branden K (ed.), Task-Based Language Education: From Theory To Practice. Cambridge: Cambridge University Press. pp. 151–174. https://doi.org/10.1017/CBO9780511667282.008
   Google Scholar
• Corcoll C. 2013. Developing children’s language awareness: Switching codes in the classroom. International Journal of Mulitilingualism 10(1): 27–45. doi: 10.1080/14790718.2011.628023
   Google Scholar
• Cummins J. 1979. Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49(2): 222–251. https://doi.org/10.3102/00346543049002222
   Web of Science ®Google Scholar
• Cummins J. 2007. Rethinking monolingual instruction strategies in multilingual classrooms. The Canadian Journal of Applied Linguistics 10(2): 221–246.
   Google Scholar
• Cummins J. 2015. How to reverse a legacy of exclusion? Identifying high-impact educational responses. Language and Education 29(3): 272–279. https://doi.org/10.1080/09500782.2014.994528
   Web of Science ®Google Scholar
• Department of Basic Education. 2010. The Status of Language of Learning and Teaching in South African public schools. https://evaluations.dpme.gov.za/evaluations/135
   Google Scholar
• Department of Basic Education. 2011. National Curriculum Statement (NCS). Curriculum and Assessment Policy Statement (CAPS). Pretoria: Government Printing Works.
   Google Scholar
• Department of Basic Education. 2013. The Incremental Introduction of African Languages in South African Schools. Draft policy (IIAL). https://www.education.gov.za/Portals/0/Documents/Reports/IIAL%20Policy%20September%202013.pdf?ver=2014-04-09-162048-000
   Google Scholar
• Dewaele J. 2010. Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. International Review of Applied Linguistics in Language Teaching 48(2-3): 105–129. https://doi.org/10.1515/iral.2010.006
   Google Scholar
• Donitsa-Schmidt S, Inbar O, Shohamy E. 2004. The effects of teaching spoken Arabic on students’ attitudes and motivation in Israel. Modern Language Journal 58: 217–228. https://doi.org/10.1111/j.0026-7902.2004.00226.x
   Google Scholar
• Eddy-U M. 2015. Motivation for participation or non-participation in group tasks: A dynamic systems model of task situated willingness to communicate. System 50: 43–55. https://doi.org/10.1016/j.system.2015.03.005
   Web of Science ®Google Scholar
• Ellis R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.
   Google Scholar
• Ellis R. 2005. Measuring implicit and explicit knowledge of second language: A psychometric study. Studies in Second Language Acquisition 27: 141–172. https://doi.org/10.1017/S0272263105050096
   Web of Science ®Google Scholar
• Ellis R. 2009. Second language acquisition, teacher education and language pedagogy. Language Teaching 43(2): 182–201. https://doi.org/10.1017/S0261444809990139
   Google Scholar
• Ellis R, Shintani N. 2014. Exploring Language Pedagogy through Second Language Acquisition Research. London: Routledge.
   Google Scholar
• Gánem-Gutiérrez GA. 2013. Sociocultural Theory and second language development: Theoretical foundations and insights from research. In: Del Pilar Garcia Mayo M, Junkal Gutierrez Mangado M, Martinez Adrián M (eds), Contemporary Approaches to Second Language Acquisition. AILA Applied Linguistics Series. Vol. 9. Amsterdam: John Benjamins. pp. 129–152.
   Google Scholar
• Ghosn I. 2013. Language learning for young learners. In: Tomlinson B (ed.), Applied Linguistics and Materials Development. London: Bloomsbury. pp. 61–74.
   Google Scholar
• Gibson JJ. 1977. The theory of affordances. In: Shaw R, Bransford J (eds), Perceiving, Acting and Knowing: Toward and Ecological Psychology. Hillsdale: Lawrence Erlbaum Associates. pp. 67–82.
   Google Scholar
• Granena G, Long MH. 2012. Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research 29(3): 311–343. https://doi.org/10.1177/0267658312461497
   Google Scholar
• Haenni Hoti AU, Heinzmann S, Müller M, Oliveira M, Wicki W, Werlen E. 2011. Introducing a second foreign language in Swiss primary schools: The effect of L2 listening and reading skills in L3 acquisition. International Journal of Multilingualism 8(2): 98–116. https://doi.org/10.1080/14790718.2010.527006
   Google Scholar
• Heugh K. 2013. Multilingual education policy in South Africa constrained by theoretical and historical disconnections. Annual Review of Applied Linguistics 33: 215–237. https://doi.org/10.1017/S0267190513000135
   Web of Science ®Google Scholar
• Hughes A. 2010. Why should we make activities for young language learners meaningful and purposeful? In: Mishan F, Chambers A (eds), Perspectives on Language Learning Materials Development. Intercultural Studies and Foreign Language Learning. Volume 1. Oxford: Peter Lang. pp. 175–200.
   Google Scholar
• Keck C, Kim Y. 2014. Pedagogical grammar. Amsterdam: John Benjamins.
   Google Scholar
• Krashen SD, Long MA, Scarcella RC. 1979. Age, rate and eventual attainment in second language acquisition. TESOL Quarterly 13(4): 573–582. https://doi.org/10.2307/3586451
   Web of Science ®Google Scholar
• Krause L, Prinsloo M. 2016. Translanguaging in a township primary school: policy and practice. Southern African Linguistics and Applied Language Studies 34(4): 347–357. https://doi.org/10.2989/16073614.2016.1261039
   Web of Science ®Google Scholar
• Kumaravadivelu B. 2006. TESOL methods: changing tracks, challenging trends. TESOL Quarterly 40(1): 59–81. https://doi.org/10.2307/40264511
   Web of Science ®Google Scholar
• Larsen-Freeman D. 2015. Saying what we mean: Making a case for ‘language acquisition’ to become ‘language development’. Language Teaching 48(4): 491–505. https://doi.org/10.1017/S0261444814000019
   Web of Science ®Google Scholar
• Larsen-Freeman D. 2017. Just learning. Language Teaching 50(3): 425–437. https://doi.org/10.1017/S0261444817000106
   Google Scholar
• Llanes A, Muñoz C. 2013. Age in a study abroad context: Children and adults studying abroad and at home. Language Learning 63(1): 63–90. https://doi.org/10.1111/j.1467-9922.2012.00731.x
   Web of Science ®Google Scholar
• Long M. 2015. Second Language Acquisition and Task-based Language Teaching. Oxford: Blackwell Publishing.
   Google Scholar
• Mace WM. 1977. James J. Gibson’s strategy for perceiving: Ask not what’s inside your head, but ask what your head’s inside of. In: Shaw R, Bransford J (eds), Perceiving, Acting and Knowing: Toward and Ecological Psychology. Hillsdale: Lawrence Erlbaum Associates. pp. 43–65.
   Google Scholar
• Makalela L. 2015. Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam 31(1): 15–29. doi: 10.5785/31-1-628
   Google Scholar
• Minas EC. 2017. Complexity it task-based language teaching and learning of isiXhosa as a second language in primary school. PhD thesis, Stellenbosch University, South Africa.
   Google Scholar
• Muñoz C. 2008. Age-related differences in foreign language learning. Revisiting the empirical evidence. International Review of Applied Linguistics in Second Language Teaching 46(3): 197–220.
   Google Scholar
• Muñoz C. 2014. Exploring young learners’ foreign language learning awareness. Language Awareness 23(1-2): 24–40. https://doi.org/10.1080/09658416.2013.863900
   Web of Science ®Google Scholar
• Murray S. 2012. The challenges of designing a common, standards-based curriculum for all South Africa’s languages. Per Linguam 28(2): 84–94.
   Google Scholar
• Nassaji H, Fotos S. 2011. Teaching Grammar in Second Language Classrooms. Integrating Form-Focused Instruction in Communicative Context. New York: Routledge. https://doi.org/10.4324/9780203850961
   Google Scholar
• Nicholas H, Lightbown PM. 2008. Defining child second language acquisition, defining roles for L2 instruction. In: Philp J, Oliver R, Mackey A (eds), Second Language Acquisition and the Younger Learner. Child’s play? Amsterdam: John Benjamins Publishing Company. pp. 27–51. https://doi.org/10.1075/lllt.23.04nic
   Google Scholar
• Nunan D. 2004. Task-based Language Teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
   Google Scholar
• Oliver R, Azkarai A. 2017. Review of child second language acquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics 37: 62–76. https://doi.org/10.1017/S0267190517000058
   Web of Science ®Google Scholar
• Oliver R, Philp J, Duchesne S. 2017. Children working it out together: A comparison of younger and older learners. System 69: 1–14. doi: 10.1016/j.system.2017.08.001
   Web of Science ®Google Scholar
• Oliver R, Philp J, Mackey A. 2008. The impact of teacher input, guidance and feedback on ESL children’s task-based interaction. In: Philp J, Oliver R, Mackey A (eds), Second Language Acquisition and the Younger Learner. Child’s play? Amsterdam: John Benjamins Publishing Company. pp. 131–147. https://doi.org/10.1075/lllt.23.09oli
   Google Scholar
• Ortega L. 2009. Understanding Second Language Acquisition. London: Hodder Education.
   Google Scholar
• Philp J, Duchesne S. 2008. When the gate opens: The interaction between social and linguistic goals in child second language development. In: Philp J, Oliver R, Mackey A (eds), Second Language Acquisition and the Younger Learner. Child’s play? Amsterdam: John Benjamins Publishing Company. pp. 83–103. https://doi.org/10.1075/lllt.23.07phi
   Google Scholar
• Pica T. 2013. From input, output and comprehension to negotiation, evidence, and attention: An overview of theory and research on learner interaction and SLA. In: Del Pilar Garcia Mayo M, Junkal Gutierrez Mangado M, Martinez Adrián M (eds), Contemporary Approaches to Second Language Acquisition. AILA Applied Linguistics Series. Vol. 9. Amsterdam: John Benjamins. pp. 49–70.
   Google Scholar
• Probyn M. 2015. Pedagogical translanguaging: bridging discourses in South African Science classrooms. Language and Education 29(3): 218–234. https://doi.org/10.1080/09500782.2014.994525
   Web of Science ®Google Scholar
• Rebuschat P. 2014. Implicit learning. In: Robinson P (ed.), The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge. pp. 298–302.
   Google Scholar
• Robinson P. 2010. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing. In: Pütz M, Sicola L (eds), Cognitive Processing in Second Language Acquisition. Inside the learner’s mind. Converging Evidence in Language and Communication Research (CELCR). Volume 13. Amsterdam: John Benjamins Publishing Company. pp. 243–268. https://doi.org/10.1075/celcr.13.17rob
   Google Scholar
• Robinson P. 2011. Second language task complexity, the Cognition Hypothesis, language learning, and performance. In: Robinson P (ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance. Amsterdam: John Benjamins Publishing Company. pp. 3–38. https://doi.org/10.1075/tblt.2.05ch1
   Google Scholar
• Sáfár A, Kormos J. 2008. Revisiting problems with foreign language aptitude. International Review of Applied Linguistics in Language Teaching 46(2): 113–136. https://doi.org/10.1515/IRAL.2008.005
   Google Scholar
• Samuda V, Bygate M. 2008. Tasks in Second Language Learning. Winchester: Palgrave Macmillan. https://doi.org/10.1057/9780230596429
   Google Scholar
• Shak J, Gardner S. 2008. Young learner perspectives on four focus-on-form tasks. Language Teaching Research 12(3): 387–408. doi: 10.1177/1362168808089923
   Web of Science ®Google Scholar
• Spiro J. 2013. Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press Ltd.
   Google Scholar
• Thompson AS. 2013. The interface of language aptitude and multilingualism. Reconsidering the bilingual/multilingual dichotomy. The Modern Language Journal 97(3): 685–701. https://doi.org/10.1111/j.1540-4781.2013.12034.x
   Web of Science ®Google Scholar
• Tomlinson B, Masuhara H. 2009. Playing to learn: A review of physical games in second language acquisition. Simulation and Gaming 40(5): 645–668. https://doi.org/10.1177/1046878109339969
   Google Scholar
• Van den Branden K. 2006. Introduction: Task-based language teaching in a nutshell. In: Van den Branden K (ed.), Task-Based Language Education: From Theory to Practice. Cambridge: Cambridge University Press. pp. 1–16. https://doi.org/10.1017/CBO9780511667282.002
   Google Scholar
• Van Gorp K, Bogaert N. 2006. Developing language tasks for primary and secondary education. In: Van den Branden K (ed.), Task-Based Language Education: From Theory to Practice. Cambridge: Cambridge University Press. pp. 76–105. https://doi.org/10.1017/CBO9780511667282.005
   Google Scholar
• Van Lier L. 2000. From input to affordance: Social interactive learning from an ecological perspective. In: Lantolf JP (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press. pp. 245–259.
   Google Scholar
• Wildsmith R. 2013. The Asfrican languages in South African education 2009–2011. Language Teaching 46(1): 120–124. doi: 10.1017/S0261444812000420
   Google Scholar
• Willis D, Willis J. 2007. Doing Task-based Teaching. Oxford: Oxford University Press.
   Google Scholar
• Wray A. 2008. The puzzle of language learning: from child’s play to linguaphobia. Language Teaching 41(2): 253–271. https://doi.org/10.1017/S0261444807004909
   Google Scholar